Motivations of faculty engagement in internationalization: An agenda for future research

Nyangau, Josiah Zachary

doi:10.32865/fire2018431

Cited by 6 publications

(22 citation statements)

References 38 publications

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“…The study shows how the main rationales expressed in the policy and practice of this partnership include combinations of academic, economic, or social-related interests and goals. These are the main motives expressed for engaging in an international partnership (Knight, 2004;Nyangau, 2018). It is also clear that these rationales are of different priority and that academic growth and development appear to have been given the highest emphasis in this particular case.…”

Section: Discussionmentioning

confidence: 99%

“…The shortage of qualified staff for running advanced teaching and research and the need to address this by producing PhD graduates were highly emphasised in documents and commonly viewed by participants as justifications for the establishment of the partnership. Academic staff participants are persuaded that working with NU would strengthen the capabilities of the local partner and contribute to staff and students' academic growth and development (Nyangau, 2018;Sanders & Wong, 2020). They also express their beliefs that participating in such a partnership programme, with inputs from experienced international scholars, affords substantial academic and professional benefits to individuals and the institution.…”

Section: Discussionmentioning

confidence: 99%

“…With the growth of scientific and technological competitiveness, HEIs are pressurised to diversify their funding sources through international partnerships (Jeptoo & Razia, 2012;Woldegiyorgis, Proctor, & DeWit, 2018) and to generate income through international activities, fee-paying international students, patenting, and franchise arrangements (Knight, 2004). Academic rationales are related to the aims and functions of higher education, including incorporating an international dimension to research and teaching, strengthening institutional capacity, improving institutional profile/status, enhancing quality, achieving international academic standards, and extension of academic horizon through various international academic and research activities (Jeptoo & Razia, 2012;Kot, 2015;Nyangau, 2018;Tamrat & Teferra, 2018). Socio-cultural rationales are related to improving intercultural understanding, national cultural identity, citizenship development, and social and community development (Knight, 2004;Nyangau, 2018;Qiang, 2003).…”

Section: Theoretical Framementioning

confidence: 99%

“…Academic rationales are related to the aims and functions of higher education, including incorporating an international dimension to research and teaching, strengthening institutional capacity, improving institutional profile/status, enhancing quality, achieving international academic standards, and extension of academic horizon through various international academic and research activities (Jeptoo & Razia, 2012;Kot, 2015;Nyangau, 2018;Tamrat & Teferra, 2018). Socio-cultural rationales are related to improving intercultural understanding, national cultural identity, citizenship development, and social and community development (Knight, 2004;Nyangau, 2018;Qiang, 2003). It is also argued that political rationales are related to foreign policy, peace and national security, and national and regional identity (Jeptoo & Razia, 2012;Knight, 2004).…”

Section: Theoretical Framementioning

confidence: 99%

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Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Angervall

Kassie

2021

Education Inquiry

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This paper explores the policy discourses underpinning an international higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership programme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the conditions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also convoluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

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Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Angervall

Kassie

2021

Education Inquiry

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“…As with students, a confluence of factors may influence athletic training faculty decisions to lead a study abroad trip, including (but not limited to) family commitments and support, perceived value of study abroad leadership and fit with career advancement requirements (eg, tenure and promotion), experience or support with international travel planning, and available connections/network within a potential host country. 19,20 These factors are complex and interrelated. If the athletic training profession aims to significantly advance study abroad opportunities for students, factors affecting athletic training faculty involvement will also need to be addressed.…”

Section: Athletic Training Faculty and Student Participationmentioning

confidence: 99%

Survey of International Experience Opportunities for Athletic Training Students and Faculty

Wright

Frank

2020

Athletic Training Education Journal

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Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P > .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.

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How Japanese Universities Develop Study Abroad Programs in Southeast Asia: A Sensemaking Perspective

Hoshino

2022

Journal of Studies in International Education

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Despite extensive research on the push-pull factors of student motivation to study abroad, there has been little examination of university academics’ and administrators’ attitudes as program developers and providers. This research draws upon the literature of sensemaking to investigate how and why Japanese university academics and administrators develop study abroad programs in Southeast Asia. The analysis reveals that university academics and administrators balance the characteristics of their university and student demands with advantages to themselves. Involvement with study abroad allows academics to promote their research, attract students to their field, and compete with other departments. Administrators seek to increase their involvement in education through collaboration with academics. Furthermore, both academics and administrators recognize that the involvement of Southeast Asian graduates of Japanese universities can facilitate the development of study abroad programs in Southeast Asia. This social analysis highlights the historical and educational relationships between Japan and Southeast Asia and provides a new perspective for the analysis of not only motivations, but also the processes that lead from motivations to actions.

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Motivations of faculty engagement in internationalization: An agenda for future research

Abstract: The field of international and comparative education continues to evolve and grow in new and exciting directions.

Cited by 6 publications

References 38 publications

Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Survey of International Experience Opportunities for Athletic Training Students and Faculty

How Japanese Universities Develop Study Abroad Programs in Southeast Asia: A Sensemaking Perspective

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