U.S. Academic Institutions and Perceived Effectiveness of Foreign-Born Faculty

Marvasti, Akbar

doi:10.1080/00213624.2005.11506784

Cited by 75 publications

(61 citation statements)

References 18 publications

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“…Overall, the study indicated that foreign-born women academics made significant contributions to research that was evident in the higher levels of scholarly outputs they produced compared to US-born women. This finding is consistent with much of the previous literature that has consistently revealed that foreign-born academics in general demonstrate higher scholarly productivity and better publication records than their American peers (e.g., Corley and Sabharwal 2007;Johnson and Regets 1998;Levin and Stephen 1999;Mamiseishvili and Rosser 2009;Marvasti 2005). For example, based on the examination of the 1993 and 1999 NSOPF data sets, Marvasti (2005) indicated that international academics in all fields spent a higher percentage of their time on scholarly activities and expressed stronger preferences to allocate even more of their time on research.…”

Section: Discussionsupporting

confidence: 90%

“…The sample included research universities only because a larger share of foreign-born faculty members works at this institutional type in the US (e.g., Corley and Sabharwal 2007;Lin et al 2009;Marvasti 2005). For example, in NSOPF:04 data set, 48.4% of all foreign-born faculty members were employed at doctoral/ research universities compared with only 34.0% of US-born faculty.…”

Section: Samplementioning

confidence: 99%

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Foreign-born women faculty work roles and productivity at research universities in the United States

Mamiseishvili

2009

High Educ

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Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members' work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty members' patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point to further examine foreign-born women faculty socialization into faculty roles and their academic work culture.

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Section: Discussionsupporting

confidence: 90%

Section: Samplementioning

confidence: 99%

Foreign-born women faculty work roles and productivity at research universities in the United States

Mamiseishvili

2009

High Educ

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“…In terms of who works in higher education, major demographic shifts are evident over the past three decades (Marvasti, 2005). Attractive job opportunities in technical areas (Marvasti, 2005), pure and applied sciences (Lin, Pearce & Wang, 2008), among other areas have brought foreign-born faculty to American higher education.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, Marvasti (2005) claims that even less is known about their teaching abilities. This study focuses on three specific areas: 1) job satisfaction level, 2) opinions of campus issues, and 3) scholarly activities of Black faculty based on their citizenship status.…”

Section: Introductionmentioning

confidence: 99%

“…Attractive job opportunities in technical areas (Marvasti, 2005), pure and applied sciences (Lin, Pearce & Wang, 2008), among other areas have brought foreign-born faculty to American higher education. In spite of the increase in international faculty, little empirical research has been conducted to understand their experiences in the U.S. higher education system (Maimiseishvilli, n.d.).…”

Section: Introductionmentioning

confidence: 99%

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Are They Really Similar? Satisfaction, Opinion, and Scholarly Activity of Black Faculty by Citizenship Status

Boyer

Holtman

2012

IJE

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Faculty workload is an important higher education issue because of its increasing demands on faculty time, mandates by institutional and external factors, and its relationship to job satisfaction. Specifically, how faculty perceive their workload can positively or negatively influence their job satisfaction. Current literature regarding faculty and workload has focused largely on workload models. The purpose of this study was to evaluate the workload of Black faculty members by citizenship status (U.S. citizens; citizens, foreign born; and non-citizens) based on satisfaction, opinion, and scholarly activity variables.Overall, the findings revealed that foreign born and non-citizens were similar in many of the variables studied and U.S. born citizens were very different than the other two citizenship groups. In spite of the belief of many researchers, the findings revealed that in many variables studied, the U.S. born Black faculty were less productive and their opinions and satisfaction differ than foreign-born and non-citizens. Also revealed in this study, but not surprising, was the fact that approximately half of Black faculty were not in a tenured track position and a very small number had tenure. The findings will assist higher education institutions in better understanding Black faculty, in addition to, assisting administrators and policymakers in providing support toward enhancing the productivity of these faculty.

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Contributions of Foreign‐Born Faculty to Doctoral Education and Research

Mamiseishvili¹

2013

New Drctns Hghr Edu

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U.S. Academic Institutions and Perceived Effectiveness of Foreign-Born Faculty

Cited by 75 publications

References 18 publications

Foreign-born women faculty work roles and productivity at research universities in the United States

Foreign-born women faculty work roles and productivity at research universities in the United States

Are They Really Similar? Satisfaction, Opinion, and Scholarly Activity of Black Faculty by Citizenship Status

Contributions of Foreign‐Born Faculty to Doctoral Education and Research

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