Teaching workload and satisfaction of foreign-born and U.S.-born faculty at four-year postsecondary institutions in the United States.

Abstract

This study examined foreign-born faculty members' teaching workload, classroom assessment and instructional techniques, and satisfaction with instructional support and authority relative to their U.S.-born faculty peers at 4-year postsecondary institutions in the United States. The analysis of the data from the National Study of Postsecondary Faculty (NSOPF:04) survey revealed more similarities than differences between the two faculty groups. The study found that foreign-born faculty members, on average, devoted the same amount of time to teaching per week; however, they generated fewer total student contact and classroom credit hours per semester than U.S.-born peers. The results also indicated that foreign-born faculty members seemed slightly less satisfied with their authority to make decisions on curriculum, course content, and methods of instruction, but overall, their satisfaction with instructional support was comparable to the satisfaction level reported by their U.S.-born colleagues.

Foreign and U.S-Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

“…The issue of confidence appears again as a quality that foreign‐educated faculty may pay more attention to. Mamiseishvili () stated that international faculty often struggle with their teaching obligations. Therefore, the issue of confidence may be attributed to many of those challenges that foreign‐faculty have to deal with, and this may make it more of a critical issue, especially in the STEM field where research is more intensive, leaving less time for teaching (Boyer Commission on Educating Undergraduates in the Research University, ).…”

“…Foreign‐born faculty contribute to the globalization of U.S. higher education (McCalman, ). The contributions of foreign‐educated scholars to campus diversity, scientific improvement, and increasing awareness of global contexts cannot be understated (Altbach, , ; Horn, Hendel, & Fry, ; Mamiseishvili, ; Mamiseishvili & Rosser, ; NAFSA: The Association of International Educators, ; Stromquist, ). They enrich the cultural diversity of American campuses and increase the sense of appreciation of their own and others culture (Stohl, ).…”

“…Although they excel in research, foreign‐educated faculty often struggle with teaching obligations (Mamiseishvili, ). Teaching in the American classroom is one of the major challenges for all new faculty members across all demographic groups.…”

The Mid-week Effect and Why Thursdays Are Blue: The Weekly Rhythm of Satisfaction in Hungary

“…Prior research focused on this question from the perspective of specific occupation [Groenewegen and Hutten 1991;Mamiseishvili 2011;Smith and Bourke 1992]. Our results, however, invite future research to connect the literature on satisfaction and workload to the weekly rhythm of satisfaction.…”

Early Career Outcomes of International Bachelor’s Degree Recipients from U.S. Institutions: The Role of International Status and Region of Origin

“…From the perspective of international undergraduate students, many aspire to work in the U.S. upon graduating, making an improved employment outcome in the future job market one of the most important returns on their investment in U.S. higher education (Austine & Shen, 2016;Nilsson & Ripmeester, 2016). Although previous studies have examined a variety of career outcomes of foreign-born workers with graduate degrees from U.S. institutions (Corley & Sabharwal, 2009;Jiang, 2016;Kim, Wolf-Wendel, & Twombly, 2011;Mamiseishvili, 2011), no studies have focused on career outcomes of international bachelor's degree recipients who graduated from the U.S. institutions and worked in the U.S. To bridge the gap in previous literature, this study examines the possible role of international status on early career outcomes by testing whether international bachelor's degree recipients have significant early career outcome differences compared to domestic bachelor's degree recipients in terms of major-job match, annual earnings, and job satisfaction. Furthermore, this study explores whether career outcomes of international bachelor's degree recipients differ significantly by regions of origin.…”