Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

Cai, Li; Thomson, Pat

doi:10.1177/1028315315623055

Cited by 71 publications

(77 citation statements)

References 26 publications

(40 reference statements)

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“…Bhandari and Blumenthal 2011;Brooks 2017;Guruz 2011;Krzaklewska 2008). Fewer studies explore mobility and opportunity structures in relation to academics (Ackers 2008;Bedenlier and Zawacki-Richter 2015;Bönisch-Brednich 2016;Cai and Hall 2015;Fahey and Kenway 2010;Hoffman 2009;Kim 2008Kim , 2009aKim , 2009bKim , 2010Kim , 2017Kim and Locke 2010;Musselin 2004;Pherali 2012). Kim and Locke (2010) and ECU (2014) call for qualitative studies to uncover the stories behind the sparse statistics.…”

Section: Introduction: Mobility As the New Capital In The Global Knowmentioning

confidence: 99%

Internationalisation and migrant academics: the hidden narratives of mobility

Morley

Alexiadou

Garaz³

et al. 2018

High Educ

142

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Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention-an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the High Educ

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Section: Introduction: Mobility As the New Capital In The Global Knowmentioning

confidence: 99%

Internationalisation and migrant academics: the hidden narratives of mobility

Morley

Alexiadou

Garaz³

et al. 2018

High Educ

142

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“…Visiting scholars "do not receive adequate preparation prior to their departure" from their origin country (Cai & Hall, 2016). Furthermore, the "implications of this unpreparedness may mean a reduction in intercultural competence" which in turn will impact cultural adjustment to the host country (Gopal's 2011 research as cited in Cai and Hall, 2016, p. 250).…”

Section: Resultsmentioning

confidence: 99%

“…These include self-efficacy (Bandura, 1977), openness to new experiences, an interest in world languages, and cross-cultural competence. Furthermore, to ease the acculturalization process, Cai and Hall (2016) suggest that it is highly recommended that sojourners receive pre-departure support for living in the new environment that are specific to the situation in which they will find themselves in the host country.…”

Section: Acculturating To a Host Countrymentioning

confidence: 99%

International Sojourning in the U.S.

Davis–Wiley

Cho

2018

Int J Innov Educ Res

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The experiences of visiting university faculty have been documented in the literature, yet, there appears to be a dearth of studies concerning the impact of sojourning abroad on children of visiting scholars who join a parent for an extended visit to a host country. This article will present a case study that qualitatively examined the perceptions, expectations and reflections of two young Koreans who accompanied their father during his 10-month sabbatical at a large, public university in the South East United States. Specifically, data collected by the researchers through a series of interviews investigated socio-cultural and situational experiences and challenges reported by the participants who were living in a host country. The results of this study suggest that in order to have a successful international sojourn experience, prior to their departure, both visiting scholars and their accompanying family members should have a certain level of cultural competence and linguistic proficiency of the language of the host country, and be open to new life experiences and challenges that they will encounter abroad. International Sojourning in the U.S.: Perceptions fromChildren of a Visiting Scholar

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“…These institutions have had mixed success. For example, Cai and Hall (2016) found that, although staff found many benefits from working on an international branch campus, they were insufficiently prepared for the structural and cultural differences inherent in working as an academic in China. The authors argue that university level discourse, communicated through policy and marketing texts, which promotes the vision of a diverse international university community, means not enough attention is being paid to the structural, political and cultural differences inherent in working as an academic in China.…”

Section: Internationalisation Of Higher Education In Chinamentioning

confidence: 99%

Internationalisation with Chinese Characteristics – Tracing the Development Path of a Thoroughly Modern Chinese University

O’Sullivan¹

2018

Eur. j. soc. sci. educ. res.

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In order to achieve competitive advantage in both national and international markets, universities around the world are increasingly adopting strategies for internationalisation. Internationalisation of a university refers to the process of integrating an international, intercultural and global dimension into the purpose, functions and delivery of education and research of the university. It is defined as an ongoing, future-oriented, interdisciplinary, leadership-driven vision that involves many stakeholders working to change the internal dynamics of an institution to respond and adapt appropriately to an ever-changing external environment. The purpose of this paper is to illustrate the challenges of a new university to acquire a strong local academic identity and profile to answer the needs of a knowledge-based society driven by globalisation and to highlight the main challenges for the sector in the future. This research found some perceptions of the meaning of internationalisation of higher education in the Chinese context -learning for self-improvement, nationalism -which differentiate Chinese models of internationalisation from those in the West. Moreover, the dominant motivation for internationalisation in the Chinese university is academic development, which is different from the Western universities' more economic rationales. These differences can be attributed to the history of the modernisation of higher education in China, the impact of nationalist revolution on higher education and dual-managerial systems in higher education institutions (HEIs) which involve the Communist Party Committee and the university president.

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Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

Abstract: This article explores the experiences of non-

Cited by 71 publications

References 26 publications

Internationalisation and migrant academics: the hidden narratives of mobility

Internationalisation and migrant academics: the hidden narratives of mobility

International Sojourning in the U.S.

Internationalisation with Chinese Characteristics – Tracing the Development Path of a Thoroughly Modern Chinese University

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