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Journal articles on the topic 'Foreign academics'
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Libaers, Dirk, and Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, no. 3 (2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.
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Mushelenga, Peya. "The Role of the Academia in Foreign Policymaking: International Practices and Perspectives as Lessons for Namibia." India Quarterly: A Journal of International Affairs 74, no. 2 (2018): 215–33. http://dx.doi.org/10.1177/0974928418766734.
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Academics for international relations (IR) studies as an academic discipline have over the years contributed to the process of foreign policymaking. Their contribution has been made through research and publications and providing advisory services to policymakers. Other platforms existing for academics are platforms for debates on foreign policy and providing training to foreign policymakers. The article discusses international experiences and perspectives, from all geographic regions, covering large states of the UN Security Council, Brazil, Russia, India, China and South Africa (BRICS) and at least one small state from each geographic region. The lecture analyses the gaps existing between academics and foreign policymakers and explores methods that can be adopted to close the gaps and create a working relationship between the two stakeholders, with a view to make positive contributions to the making of foreign policy. It highlights the challenges facing academics in making an impact on foreign policy and the approach of foreign policymakers to the contribution by academics. The article propounds that, generally, academics are more influential in large states’ foreign policy-making process, compared to small states where the process of foreign policymaking includes a few stakeholders. Further, the appointment of policymakers from the academia background impacts on inclination to the role of the academia in foreign policymaking. There are no many platforms where debates on Namibia’s foreign policy are held and a limited number of Namibian academics play a role on foreign policymaking. The article provides a framework of best practices as lessons for Namibian academics and foreign policymakers.
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Köse, Gül Durmuşoğlu, İlknur Yüksel, Yusuf Öztürk, and Musa Tömen. "Turkish Academics’ Foreign Language Academic Literacy: A Needs Analysis Study." International Journal of Instruction 12, no. 1 (2019): 717–36. http://dx.doi.org/10.29333/iji.2019.12146a.
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Millar, T. B. "Academics and practitioners in foreign affairs." Round Table 80, no. 319 (1991): 275–83. http://dx.doi.org/10.1080/00358539108454049.
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Millar, T. B. "Academics and practitioners in foreign affairs." Paradigms 2, no. 2 (1988): 92–101. http://dx.doi.org/10.1080/13600828808442966.
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Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.
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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad.
 Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.
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Bykhtina, N. V. "Building academics’ foreign-language communicative competence in scientific areas." Professional Discourse & Communication 2, no. 3 (2020): 100–117. http://dx.doi.org/10.24833/2687-0126-2020-2-3-100-117.
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The paper raises the problem of building the communicative competence of academics. Analysis of the theoretical material of the research helps further investigate the process of learning a foreign language by postgraduates within departmental educational milieu and define the foreign-language communicative competence of a research academician. In accordance with the logic of the presented research, the author uses a complex of complementary methods. They are theoretical research (systematic and theoretical analysis, studying the references in Pedagogy and Methodology of teaching a foreign language, comparative analysis of the Russian and foreign experience, considers the peculiarities of the content of research academicians training in a foreign language), pedagogical research (discussion, supervision, interview). The author stresses the necessity to improve the substantive component of foreign language training of the researcher, taking into account the professional orientation, the use of professional terminology by those who are engaged in research activities. That makes them capable of doing interpretation, précis-writing and abstracting scientific papers in English, thus building their foreign-language communicative competence. The author concludes that in the educational process it is advisable to use a manual, an interactive dictionary and a thesaurus for the successful organization of the process of building the foreign-language communicative competence of the research academician. The content of the materials mentioned above should be aimed at forming postgraduates’ readiness to participate in Russian and international research teams and use modern scientific terminology in a foreign language in various international scientific and representative conferences.
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Skyba, Yurii, and Hanna Lebedynets. "Theoretical bases for academics’ potential development: foreign and domestic experience." Problems of Education, no. 1(94) (July 9, 2021): 5–19. http://dx.doi.org/10.52256/2710-3986.1-94.2021.01.
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Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration.
 The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development.
 The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.
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Kim, Terri. "Internationalisation of Higher Education in South Korea: Reality, Rhetoric, and Disparity in Academic Culture and Identities." Australian Journal of Education 49, no. 1 (2005): 89–103. http://dx.doi.org/10.1177/000494410504900105.
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The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education are disturbed by the principles of inclusion and exclusion in the local context of university academic culture. The case of South Korea shows how the national policies for the inter-nationalisation of higher education are translated into local cultural practice inside academe: What are the ‘positions’ of foreign and female academics in the specific national university context? How are they constructed by official policies of inter-nationalisation? How are they experienced by individuals to form new reflexive identities? The paper offers an illustrative analysis of the positioned and positional identities of foreign and female academics and the boundaries of inclusion and exclusion drawn around their identities. This exploratory study is aimed at future research agendas for a larger theoretical study on internationally mobile academics in different social contexts.
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Jonasson, Charlotte, Jakob Lauring, Jan Selmer, and Jodie-Lee Trembath. "Job resources and demands for expatriate academics." Journal of Global Mobility: The Home of Expatriate Management Research 5, no. 1 (2017): 5–21. http://dx.doi.org/10.1108/jgm-05-2016-0015.
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Purpose While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics’ job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues. Design/methodology/approach The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees. Findings The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust. Originality/value This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.
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Omobowale, Ayokunle Olumuyiwa, Olayinka Akanle, Adebusuyi Isaac Adeniran, and Kamorudeen Adegboyega. "Peripheral scholarship and the context of foreign paid publishing in Nigeria." Current Sociology 62, no. 5 (2013): 666–84. http://dx.doi.org/10.1177/0011392113508127.
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Lately, a phenomenal dimension of peripheral scholarship, compulsorily demanding the ‘foreign’, has evolved into the practice of paid publishing in ‘foreign’ journals among Nigerian academics. These ‘foreign’ journals afford speedy publishing at a fee with little or no peer review. This study is a descriptive research which collected qualitative data through 30 in-depth interviews conducted with academics in two federal universities in Nigeria. The findings established that though some universities are beginning to question their intellectual validity and propriety, predatory paid-for foreign journals remain popular among academics desirous to satisfy the ‘international publishing rule’ for promotion at all costs. Lacking international scholarly credibility, predatory journals will not advance Nigerian scholarship into the global scholarly mainstream which the ‘international rule’ ultimately seeks.
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Reichhardt, Tony. "Congress moves to open up access for foreign academics." Nature 404, no. 6780 (2000): 800. http://dx.doi.org/10.1038/35009222.
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Ramirez, Carla C. "Epistemic Disobedience and Grief in Academia." Education Sciences 11, no. 9 (2021): 477. http://dx.doi.org/10.3390/educsci11090477.
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Drawing on conversations with foreign women in academic positions at one major University in Norway, this article is inspired by Barad’s and Haraway’s theorizing on how matter and discourse are mutually constituted through a diffractive approach. Understanding diffraction as an embodied engagement, a becoming with the data through shared entanglements, this article argues that the researcher’s personal background cannot be separated from the data produced. Departing from the decolonial theorist Castro-Gómez concept ‘hubris of zero-point epistemology’, the existence of an abstract and transcendental western universalism, where ‘the observer observes without been observed’ (Domínguez 2020; Mignolo 2009), assemblages of foreign female academics are explored through posthuman feminism and decolonial perspectives (Jackson and Mazzei 2012; Taguchi 2012; Puwar 2004). Through immersion in assemblages of contradictions, strength, and resistance, this article contends that policymakers’ good intentions of diversity in higher education, and the existence of different bodies, are shaking the world of academia, albeit slowly. Academia is still immersed in zero-point epistemology, favoring western, upper-class, paternalist, and meritocratic thought, detached from academics’ embodied knowledge. This brings into existence ‘bodies out of place’, re/producing grief, resistance, and epistemic disobedience when some academics are not suitable of becoming real academics.
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Peng, Jian-E., and Xuesong (Andy) Gao. "Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity." SAGE Open 9, no. 3 (2019): 215824401986629. http://dx.doi.org/10.1177/2158244019866295.
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Motivation is considered an important impetus driving and sustaining individuals’ efforts to fulfill their goals. Against the backdrop that university academics worldwide are increasingly expected to produce research output in prestigious journals for both individual and institutional development, it is necessary to understand academics’ research motivation and its relations with research productivity in international and local journals. This study, being descriptive and explanatory in nature, surveyed 309 academics who taught English as a foreign language (TEFL) in China. Results showed that the participants exhibited stronger extrinsic motivation, in the form of external and identified regulations, than intrinsic motivation. However, these two subtypes of extrinsic motivation were significantly negatively associated with academic publishing, whereas intrinsic motivation was the significant positive factor associated with the participants’ publication in international journals. These findings remind both academics and educational managers of the importance of enhancing intrinsic motivation and refining contextual support in improving academics’ research productivity.
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Grams, Grant W. "Louis Hamilton: A British Scholar in Nazi Germany." Fascism 5, no. 2 (2016): 177–200. http://dx.doi.org/10.1163/22116257-00502005.
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Louis Hamilton (1879–1948) was a British national that lectured at various institutions of higher learning in Berlin from 1904–1914, and 1919–1938. During the Third Reich (1933–1945) Hamilton was accused of being half-Jewish and his continued presence at institutions of higher learning was considered undesirable. Hamilton like other foreign born academics was coerced to leave Germany because the Nazi educational system viewed them as being politically unreliable. Hamilton’s experiences are an illustration of what foreign academics suffered during the Third Reich. The purpose of this article is to shed new light on the fate of foreign academics in Nazi Germany. Although the fate of Jewish professors and students has been researched non-Jewish and non-Aryan instructors has been a neglected topic within the history of Nazism.
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Iljina, Svetlana, Karīne Laganovska, and Mārīte Opincāne. "DISCUSSIONS OF POLITICAL ISSUES AT FOREIGN LANGUAGES’ CLASSES FOR UNIVERSITY LEVEL STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 455. http://dx.doi.org/10.17770/sie2019vol3.3967.
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Discussion is a methodological instrument, which helps to perfect students’ communicative competence and the central process through which students can be encouraged interact with one another, their academics, and the information sources. A foreign language academic encourages discussion using newspaper headlines. The topicality of the headlines contain indirect impulses, which encourages a reader (a student) to develop and express his/her own opinion. Migration issues have become topical and up-to-date recently. Higher education also is a sphere of life, which is concerned with this topic. The topic is also in the focus of students and academics’ attention at Rezekne Academy of Technologies and is used successfully at foreign languages’ classes. The aim of the paper is to demonstrate methodological approaches how to develop students’ discussion skills on political issues through the acquisition of migration terminology using newspaper headlines and using of them in discussions on the migration issues.Communicative, discourse analysis content and critical analysis methods were used in the research. Vocabulary is crucial in learning and teaching for specific purposes. Three C’s (conveying meaning, checking, and consolidation) approach has been used in acquisition of new vocabulary at foreign language classes. Foreign languages for specific purposes concentrate more on language in context than on teaching grammar and language structures.
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Wang, Yan, Min-Chuan Sung, and Keang-Ieng Peggy Vong. "The foreign moon is fuller: Chinese academics’ perception of internationalisation." Compare: A Journal of Comparative and International Education 50, no. 6 (2019): 827–43. http://dx.doi.org/10.1080/03057925.2019.1572494.
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Adomi, Esharenana E., and Chinedum Mordi. "Publication in foreign journals and promotion of academics in Nigeria." Learned Publishing 16, no. 4 (2003): 259–63. http://dx.doi.org/10.1087/095315103322421991.
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Cruz, Joelle, James McDonald, Kirsten Broadfoot, Andy Kai-chun Chuang, and Shiv Ganesh. "“Aliens” in the United States: A Collaborative Autoethnography of Foreign-Born Faculty." Journal of Management Inquiry 29, no. 3 (2018): 272–85. http://dx.doi.org/10.1177/1056492618796561.
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We draw from our lived experiences as foreign workers in the U.S. academy to explore how foreign academic worker identity is constituted in the contemporary United States. We practice intersectionality by considering how our experiences of “foreignness” in the academy are intertwined with other markers of difference, including race, gender, sexuality, national origin, and age. We also draw from tenets of collaborative autoethnography, producing insight on three constitutive features of foreign worker identity through four narratives that draw from different genres in the autoethnographic tradition. The article highlights the value of collaborative autoethnography as a method of inquiry and reflection in organizational studies, provides a rare account of the ways in which intersectionality is negotiated in everyday life by foreign-born academics, and identifies features of the performance of foreign worker identity related to spatiality, presence, and absence.
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Singh, Jasvir Kaur Nachatar, and Humayra Ayasha Chowdhury. "Early-career international academics' learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography." Journal of University Teaching and Learning Practice 18, no. 5 (2021): 218–35. http://dx.doi.org/10.53761/1.18.5.12.
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Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
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James, Robinson. "Repatriation of Academics: A Study on Sri Lankan University Lecturers." South Asian Journal of Human Resources Management 5, no. 1 (2018): 96–116. http://dx.doi.org/10.1177/2322093718769216.
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Although repatriation adjustment is a matter for all re-entry groups, it is not clear if it is an issue for returning academics. The article aims to investigate whether the repatriation adjustment is a matter for academic repatriates. The study was conducted with 63 Sri Lankan academic repatriates who had been attached to a foreign university or academic institution for more than 1 year, had been involved in academic activities and, at the survey date, had returned within the past 2 years. One sample t-test, independent sample t-test and regression analysis were employed to test the proposed hypotheses. The article provides empirical evidence to show that repatriation adjustment is a matter for academic repatriates too. Academics who return to their home university experience less fit to their organization compared to their fit with their home organization before they had left. The article highlights that universities need to take necessary steps to develop policies and procedures to capitalize the knowledge and international experience of returning academics. The findings extend the current scope of literature on repatriation adjustment by identifying a new group of repatriates who are experiencing repatriation adjustment issues.
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Brown, Archie. "The Change to Engagement in Britain's Cold War Policy: The Origins of the Thatcher-Gorbachev Relationship." Journal of Cold War Studies 10, no. 3 (2008): 3–47. http://dx.doi.org/10.1162/jcws.2008.10.3.3.
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Using previously unseen British Cabinet Office and Foreign Office papers obtained through the UK Freedom of Information Act, this article shows how a change in Britain's stance in the Cold War was initiated in 1983. As a result of this process, the British government of Prime Minister Margaret Thatcher decided to move to greater engagement with the Soviet Union and Eastern Europe. Distrusting the Foreign Office as an institution, Thatcher asked for papers from eight outside academic specialists, on whose analyses she placed considerable weight. The desire for East-West dialogue was strongly favored by Foreign Office ministers and officials, whose advice, paradoxically, was more readily accepted by Thatcher when similar policy recommendations (though with some differences in analysis) were made by the academics. The invitation to Mikhail Gorbachev to visit Britain in 1984, prior to his becoming leader of the Soviet Union, had its origins in a Chequers seminar involving both academics and officials on 8–9 September 1983. This was the beginning of an important, and surprising, political relationship that transformed Britain's militantly anti-socialist prime minister into the strongest supporter—certainly among conservative politicians worldwide—of the new leader of the Soviet Communist Party.
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Palinchak, Mykola. "Religious education: foreign practice." Ukrainian Religious Studies, no. 70 (May 28, 2014): 96–104. http://dx.doi.org/10.32420/2014.70.413.
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Problems of state-church relations in modern Ukraine were and remain in the center of the increased attention of both academics and state authorities, public and religious organizations. They have a high level of social updating. Their conception in practical, as well as in the theoretical sense, is, in our opinion, important and necessary. This is determined by the transformational processes that took place and / or happening in Ukraine, the quantitative and qualitative changes in the religious environment, the growing role of the religious factor, and in this regard - and the need for serious corrections of the system of state-confessional relations, legal principles of ensuring freedom of religion , freedom of activity of religious organizations.
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Li, Yun Ling. "First-generation immigrant women faculty’s workplace experiences in the US universities—examples from China and Taiwan." Migration Studies 8, no. 2 (2018): 209–27. http://dx.doi.org/10.1093/migration/mny042.
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Abstract Higher education institutions around the world have striven to recruit ‘the world’s best and brightest’ faculty to enhance their scientific leadership and innovation, and American colleges and universities recognize their responsibilities to promote international intellectual exchange and encourage the free flow of ideas, knowledge, and people of all nations.While there is a growing body of literature on foreign-born academics, very little is known about foreign-born women in the US higher educational institutes, despite the fact that an increasing number of women exist in all academic disciplines, especially in STEM fields. By exploring Chinese and Taiwanese immigrant women faculty’s stories, this study aims to partially address the gap in the literature concerning foreign-born women faculty’s workplace experiences in US universities and colleges.
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Yadav, Devinder K. "Student Engagement at Higher Education Institutions: A Study of International Student Engagement and Motivational Challenges at Chinese Universities." International Journal of Educational Reform 30, no. 3 (2021): 237–54. http://dx.doi.org/10.1177/10567879211015945.
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Chinese universities have opened their doors for foreign students in recent years. Finding internationally accepted academic degrees programs and relevantly qualified academics however remains a challenge for the Chinese universities. The universities too are facing difficulties in engaging international students in studies and university activities. Many students remain regularly absent from academic activities because they feel isolated due to one institution-two systems concept of education administration at the universities. International education management and effectiveness of teaching and learning practices of the universities under the system are examined in this study.
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Yuret, Tolga. "An analysis of the foreign-educated elite academics in the United States." Journal of Informetrics 11, no. 2 (2017): 358–70. http://dx.doi.org/10.1016/j.joi.2017.02.008.
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Mousa, Mohamed, Hala A. Abdelgaffar, Walid Chaouali, and Mohammed Aboramadan. "Organizational learning, organizational resilience and the mediating role of multi-stakeholder networks." Journal of Workplace Learning 32, no. 3 (2020): 161–81. http://dx.doi.org/10.1108/jwl-05-2019-0057.
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Purpose This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the influence of organizational learning (OL) on the level of organizational resilience of academics with and without the mediating effect of a multi-stakeholder network. Design/methodology/approach The authors used a comprehensive count sampling in which every academic was handed a questionnaire form to fill. This led to a decrease in the likelihood of research bias. In total, the authors distributed 960 questionnaire forms and collected 576 completed questionnaires, which is almost more than 60% of the total population. The authors used structural equation to determine the effect of OL on academics’ level of organizational resilience. The same equation was later used to assess the mediating role of the multi-stakeholder network on the aforementioned relationship. Findings The findings highlight a statistically significant influence of OL on academics’ level of organizational resilience. Moreover, the results revealed the significant role of the multi-stakeholder network in mediating the relationship between OL and organizational resilience. Originality/value This paper contributes by filling a gap in human resource management and organization literature in the higher education sector, in which empirical studies on the relationship between OL, multi-stakeholder networks and organizational resilience have been limited until now.
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Baker, Anne. "Error analysis and language comparison as teaching strategies for German as a foreign language in a South African context." Problemy Wczesnej Edukacji 37, no. 2 (2017): 103–10. http://dx.doi.org/10.5604/01.3001.0010.5582.
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Since 2015 there has been increased protest action by students at South African universities. One of the issues is decolonizing the curriculum. Academics have been re-thinking the curricula of various academic offerings. Recognizing the African heritage of students studying German could be in the form of comparing the first language (L1) of black African learners with German in order to facilitate learning the target language (TL). Specific examples of similarities and differences between German and Zulu are addressed in this article.
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Haupt, Adam Christian, Jonathan Alt, and Samuel Buttrey. "Identifying students at risk in academics." Journal of Defense Analytics and Logistics 1, no. 1 (2017): 8–18. http://dx.doi.org/10.1108/jdal-05-2017-0008.
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Purpose This paper aims to use a data-driven approach to identify the factors and metrics that provide the best indicators of academic attrition in the Korean language program at the Defense Language Institute Foreign Language Center. Design methodology approach This research develops logistic regression models to aid in the identification of at-risk students in the Defense Language Institute’s Korean language school. Findings The results from this research demonstrates that this methodology can detect significant factors and metrics that identify students at-risk. Additionally, this research shows that school policy changes can be detected using logistic regression models and stepwise regression. Originality value This research represents a real-world application of logistic regression modeling methods applied to the problem of identifying at-risk students for the purpose of academic intervention or other negative outcomes. By using logistic regression, the authors are able to gain a greater understanding of the problem and identify statistically significant predictors of student attrition that they believe can be converted into meaningful policy change.
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Barbosa, Íris, and Carlos Cabral‐Cardoso. "Managing diversity in academic organizations: a challenge to organizational culture." Women in Management Review 22, no. 4 (2007): 274–88. http://dx.doi.org/10.1108/09649420710754237.
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PurposeThe purpose of this paper is to look at the way higher‐education institutions are responding to the challenges of an increasingly diverse academic force and the extent to which organizational culture welcomes and values diversity, thus allowing the university to benefit from talented people with diverse backgrounds.Design/methodology/approachThe study was conducted in a Portuguese university. Data were collected from 45 interviews with faculty members from different backgrounds and affiliations.FindingsThe organization studied is failing to promote equal opportunities policies and to manage the increasingly diverse academic workforce. Behavioural pressures to conform and parochial and inward looking attitudes appear to prevail. Values‐in‐use and artefacts seem to reflect the assimilation ideals. National origin came out as the key diversity issue. The integration of foreign academics is left to the individuals concerned and little effort is made to accommodate and to take advantage of their unique contribution.Originality/valueThe paper provides an in‐depth account of subtle discriminatory mechanisms faced by non‐native academics in a university that does not value diversity.
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Ifedi, Rosaire. "African-Born Female Academics in the U.S." International Journal of Bias, Identity and Diversities in Education 2, no. 1 (2017): 1–12. http://dx.doi.org/10.4018/ijbide.2017010101.
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This paper was based, in part, on some findings related to the intersection of identity and career outcomes for some African-born female academics located in the United States. In the phenomenological study, data were collected through semi-structured interviews and revealed accounts of race and gendered challenges in their experiences. However, even though they faced similar kinds of marginalization as other Black and foreign women, these participants were confronted with unique questions of identification and experiences of double discrimination. Nonetheless, the findings also suggest a persistence that was reflected in their stories of access, inclusion, and exclusion as well as their perceived role as coalition-builders. An implication for immigrant female professors in the U.S. is that their immigrant status could both facilitate as well as challenge their career paths and economic outcomes, a point equally corroborated by research on gender and migration in higher education in Europe and elsewhere.
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Walker, Kylie. "Babelfish and the peculiar symbiosis of public intellectualism and academia." Journal of Science Communication 16, no. 01 (2017): C05. http://dx.doi.org/10.22323/2.16010305.
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Arthur Dent's reluctant hitchhike through the Milky Way would not have been possible without the babelfish, which was nourished by his brain waves and in return decoded foreign languages for him. In much the same way, public intellectuals serve as science and technology academia's babelfish for the non-STEM savvy. While STEM academics continue to push back the frontiers of knowledge, public intellectuals equip the community with the knowledge we need to make big decisions, both for our own individual lives and for our society.
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Mousa, Mohamed, Hiba K. Massoud, and Rami M. Ayoubi. "Organizational learning, authentic leadership and individual-level resistance to change." Management Research: Journal of the Iberoamerican Academy of Management 18, no. 1 (2019): 5–28. http://dx.doi.org/10.1108/mrjiam-05-2019-0921.
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Purpose This paper aims to focus on academics in three private foreign universities located in Cairo (Egypt) to explore the effect of organizational learning on individual-level resistance to change with and without the mediation of authentic leadership. Design/methodology/approach A total of 960 academics were contacted and all of them received a set of questionnaires. After four follow ups, a total of 576 responses were collected with a response rate of 60.00 per cent. The author used the chi-square test to determine the association between organizational learning and authentic leadership. Multiple regressions were used to show how much variation in individual-level resistance to change can be explained by organizational learning and authentic leadership. Findings The findings highlight a statistical association between organizational learning and authentic leadership. Moreover, another statistical association is explored between authentic leadership and individual-level resistance to change. Furthermore, the statistical analysis proved that having an authentic leadership in the workplace fosters the effect of organizational learning in alleviating individual’s resistance to change. Research limitations/implications Data were collected only from academics and did not include rectors and/or heads of academic departments, the matter that may lead to an inflation of statistical relationships. Future research could use a double source method. Moreover, focusing only on private foreign universities working in Egypt diminishes the author’s potential for generalizing his results. Practical implications The author recommends establishing a unit for knowledge management inside every university. The function of this unit includes but is not limited to examining prospective socio-political, cultural and economic changes/challenges in the surrounding environment and preparing the possible scenarios for dealing with them. This in turn should comprise involvement and learning opportunities for academics work in these universities. The suggested units should also organize monthly meetings between academics and representatives from different Egyptian sectors such as NGOs personnel, CEOs of private and public companies, environmentalists and politicians to address what change those actors seek universities to undertake to guide academics to fulfill their expectations. Originality/value This paper contributes by filling a gap in HR management and organization literature in the higher education sector, in which empirical studies on the relationship between organizational learning, authentic leadership and resistance to change have been limited until now.
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Rensch, Carola, and Walter Bruchhausen. "Medical Science Meets ‘Development Aid’ Transfer and Adaptation of West German Microbiology to Togo, 1960–1980." Medical History 61, no. 1 (2016): 1–24. http://dx.doi.org/10.1017/mdh.2016.98.
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After losing the importance it had held around 1900 both as a colonial power and in the field of tropical medicine, Germany searched for a new place in international health care during decolonisation. Under the aegis of early government ‘development aid’, which started in 1956, medical academics from West German universities became involved in several Asian, African and South American countries. The example selected for closer study is the support for the national hygiene institute in Togo, a former German ‘model colony’ and now a stout ally of the West. Positioned between public health and scientific research, between ‘development aid’ and academia and between West German and West African interests, the project required multiple arrangements that are analysed for their impact on the co-operation between the two countries. In a country like Togo, where higher education had been neglected under colonial rule, having qualified national staff became the decisive factor for the project. While routine services soon worked well, research required more sustained ‘capacity building’ and did not lead to joint work on equal terms. In West Germany, the arrangement with the universities was a mutual benefit deal for government officials and medical academics. West German ‘development aid’ did not have to create permanent jobs at home for the consulting experts it needed; it improved its chances to find sufficiently qualified German staff to work abroad and it profited from the academic renown of its consultants. The medical scientists secured jobs and research opportunities for their postgraduates, received grants for foreign doctoral students, gained additional expertise and enjoyed international prestige. Independence from foreign politics was not an issue for most West German medical academics in the 1960s.
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Bowman, Larry W. "Government Officials, Academics, and the Process of Formulating U.S. National Security Policy Toward Africa." Issue: A Journal of Opinion 19, no. 1 (1990): 5–20. http://dx.doi.org/10.1017/s0047160700501206.
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Relationships between U.S. government officials and academic specialists working on national security and foreign policy issues with respect to Africa are many and complex. They can be as informal as a phone call or passing conversation or as formalized as a consulting arrangement or research contract. Many contacts exist and there is no doubt that many in both government and the academy value these ties. There have been, however, ongoing controversies about what settings and what topics are appropriate to the government/academic interchange. National security and foreign policy-making in the U.S. is an extremely diffuse process.
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Rosenbaum, Arthur Lewis. "Christianity, Academics, and National Salvation in China: Yenching University, 1924–1949." Journal of American-East Asian Relations 13, no. 1-2 (2006): 25–54. http://dx.doi.org/10.1163/187656106793645213.
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AbstractWe have been for several months past experiencing violent anti-Christian-education attacks and scarcely less vigorous intellectual discrediting of religion. How could it be made clear that Christianity was not an agency of Imperialism, Capitalism, Conservatism, and that the students in Christian schools were not denationalized and dominated by foreign interests.—John Leighton Stuart, 1925
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Trembath, Jodie-Lee. "The professional lives of expatriate academics." Journal of Global Mobility 4, no. 2 (2016): 112–30. http://dx.doi.org/10.1108/jgm-04-2015-0012.
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Purpose – The purpose of this paper is to provide clarity around the notion of the expatriate academic (EA), a construct that is increasingly essential to theories of expatriate management and higher education management. A review of the literature on academic mobility showed that terms such as “international academic” and “foreign faculty” provide highly variable definitions and results, while those papers that self-consciously used the term “EA” were more likely to provide consistency across definition and findings. This allowed for analysis of the characteristics of this unique group. Design/methodology/approach – This study appropriates a meta-narrative approach to literature review, analysing 23 papers about EAs to develop a more comprehensive conceptualisation of this term and to identify key-related themes. Findings – By reviewing 23 papers identifying with the term, a carefully constructed definition of the EA is provided, distinguishing EAs from other types of internationally mobile academic and demonstrating characteristics that EAs display in their professional lives. Recommendations are made to researchers, universities and EAs themselves for how these findings may affect the EA employment cycle. Theoretical and practical implications are discussed. Originality/value – This is the first paper to aggregate the results of literature on EAs, putting forward a clear definition and description to aid future research and clarify the research stream.
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Śliwa, Martyna, and Marjana Johansson. "The discourse of meritocracy contested/reproduced: Foreign women academics in UK business schools." Organization 21, no. 6 (2013): 821–43. http://dx.doi.org/10.1177/1350508413486850.
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This article provides insights into the role of minority employees in reproducing and contesting the discourse of meritocracy in contemporary organizations. It also discusses the effects the contestation of meritocracy, or the lack thereof, has on organizational power relations and on the situation of individuals who are the target of meritocratic policies. Empirically, we address the experiences of a growing category of workers—women academics of non-UK origin—employed within UK business schools. Based on the analysis of narratives focusing on the career trajectories of our research participants, we show how the belief in, and paradoxically the questioning of, meritocratic principles contribute to the reproduction of inequalities. We conclude that, as a result of the overarching perpetuation, and only limited challenging of, extant power relations in organizations, both the current definitions of merit and the application of meritocratic principles remain unchanged.
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Teichler, Ulrich. "Academic Mobility and Migration: What We Know and What We Do Not Know." European Review 23, S1 (2015): S6—S37. http://dx.doi.org/10.1017/s1062798714000787.
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Although internationalisation of the scientific world is a key issue in public attention and policy, the actual information base on migration and mobility of ‘teachers in higher education’, ‘scholars’, ‘academics’ or ‘researchers’ has remained weak. Most available statistics focus on ‘foreign’ students or ‘foreign’ scholars rather than persons mobile for purposes of learning and academic/research work, and provide information only on a single moment rather than on the life course of moving between countries. In recent years, some surveys of the ‘academic profession’ and ‘researchers’ have been undertaken primarily in economically advanced countries or especially in European countries that provide an overview on various modes, e.g. migration prior study, short-term student mobility and mobility for the whole degree programme, mobility in the phase of doctoral education and training, professional mobility in various stages of the professional career and finally shorter visits linked to academic and research work. All available information suggests that substantial differences exist by country and that no signs of convergence are visible. Moreover, surveys confirm that international experience is a frequently valuable asset of academic research careers but often is viewed as less beneficial than conventional wisdom suggests.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Boyle, Alan. "Kosovo: House of Commons Foreign Affairs Committee 4th Report, June 2000." International and Comparative Law Quarterly 49, no. 4 (2000): 876–77. http://dx.doi.org/10.1017/s0020589300064708.
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Following NATO's intervention in Kosovo in 1999, the United Kingdom House of Commons Foreign Affairs Committee commenced an inquiry with the following terms of reference: “To inquire into the foreign policy lessons of the Kosovo crisis and how the Foreign and Commonwealth Office might best promote peace and stability in the region.” The Committee heard oral evidence from government ministers, diplomats, FCO staff, journalists, academics, and lawyers. It also received written memoranda. The President of Montenegro and the Foreign Minister of Albania were interviewed in private, and the Committee visited Kosovo, Macedonia and Montenegro. The Committee's Report was published on 7 June 2000 as the 4th Report of The House of Commons Foreign Affairs Committee (HC28-II, ISBN 010 2331006) together with the evidence and appendices (HC28-II, ISBN 010 2333009).
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Alptekin, Cem, and Sibel Tatar. "Research on foreign language teaching and learning in Turkey (2005–2009)." Language Teaching 44, no. 3 (2011): 328–53. http://dx.doi.org/10.1017/s026144481100005x.
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This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.
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Li, Shu Lin. "Study on the Model of Quantitative Evaluation of Circular Economy Development for Industry Manufacturing Based on WIOA." Applied Mechanics and Materials 345 (August 2013): 384–87. http://dx.doi.org/10.4028/www.scientific.net/amm.345.384.
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the importance for sustainable development is increasingly being recognized by the world, and the looking for ways to implement sustainable development has become the focus in domestic and foreign academics. As an effective means of sustainable development, circular economy has been obtained the attention of academics and government. In this study, with the system analysis of development and principle of circular economy, based on the input-output analysis tools, this paper builds an input-output analysis table and the basic evaluation model of circular economy in enterprise for industry manufacturing.
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Bartkowiak, Grażyna, and Agnieszka Krugiełka. "Attitudes and Good Practices in the Field of Employment of Academic Teachers in Opinions of Younger Polish and Foreign Academics." Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no. 2 (2017): 147. http://dx.doi.org/10.17951/j.2017.30.2.147.
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Alam, Adi. "GOOGLE TRANSLATE SEBAGAI ALTERNATIF MEDIA PENERJEMAHAN TEKS BAHASA ASING KE DALAM BAHASA INDONESIA." Instruksional 1, no. 2 (2020): 159. http://dx.doi.org/10.24853/instruksional.1.2.159-163.
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The development of Information and Communication Technology (ICT) is progressing very rapidly. Due to the strong era of globalization where computers and the dynamic internet become facilities that have dominated various life activities, so educational activities also require the availability of these facilities. Google Translate becomes one of the translation machines that can be used by academics in translating literature written in foreign languages. Google Translate is one of the media that can make it easier for someone to translate text from various languages into the desired language. This paper uses a descriptive qualitative approach with this literature study method aimed at describing the process of translating foreign language texts and pronunciation into appropriate Indonesian. The media can be used to translate text, both by word, phrase, clause, sentence, and even discourse. However, it is often found errors and irregularities in the translation of the entered text. The results of this study are that academics are greatly helped by the existence of the Google Translate application as a learning medium. Despite the lack of this application, learning academics still have a positive perception of their use. They believe that the results of the translation will remain accurate as long as they can match the context.
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Łuczaj, Kamil, and Janusz Mucha. "Why to employ foreign academics in Poland? Perspective of heads of university research teams." Studia Migracyjne – Przegląd Polonijny 3 (2018): 185–204. http://dx.doi.org/10.4467/25444972smpp.18.042.9441.
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Dijkstra, Hylke, and Sophie Vanhoonacker. "Why study EU foreign policy at all? A response to Keuleers, Fonck and Keukeleire." Cooperation and Conflict 52, no. 2 (2016): 280–86. http://dx.doi.org/10.1177/0010836716682393.
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In an important article on the state of European Union (EU) foreign policy research, Keuleers, Fonck and Keukeleire show that academics excessively focus on the study of the EU foreign policy system and EU implementation rather than the consequences of EU foreign policy for recipient countries. While the article is empirical, based on a dataset of 451 published articles on EU foreign policy, the normative message is that it is time to stop ‘navel-gazing’ and pay more attention to those on the receiving end of EU foreign policy. We welcome this contribution, but wonder why certain research questions have been privileged over others. We argue that this has primarily to do with the predominant puzzles of the time. We also invite Keuleers, Fonck and Keukeleire to make a theoretical case for a research agenda with more attention to outside-in approaches. We conclude by briefly reflecting on future research agendas in EU foreign policy.
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Sobers, Candace. "J. William Fulbright, the Contested Legacies of the American Revolution, and the War in Vietnam." Modern American History 3, no. 1 (2020): 27–45. http://dx.doi.org/10.1017/mah.2020.8.
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In 1968, veteran Chair of the Senate Committee on Foreign Relations J. William Fulbright summoned a series of experts to a hearing on the Vietnam War and American foreign policy. The assembled academics were not asked to examine the minutiae of U.S. strategy and tactics in Vietnam, but to grapple with a more fundamental issue—what was the nature of revolution? The participants’ testimonies interrogated the nation's revolutionary past to understand and inform their perspectives on Vietnam, the limits of U.S. power, and the contested legacies of the American Revolution. The hearings illuminated the intellectual history of an underexplored theme in U.S. foreign relations history—a marked ambivalence toward other people's revolutions, especially in the twentieth century, and the consequences of this contradictory posture for the United States's self-image and foreign policy.
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Segal, Gerald. "Rethinking the Pacific." Review of International Studies 16, no. 3 (1990): 275–82. http://dx.doi.org/10.1017/s0260210500112513.
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Have you noticed how academics specializing in British or American foreign policy are considered generalists while specialists on Chinese or Japanese foreign policy are considered 'mere' practitioners of area studies? Is it not curious when supposed journals of International Relations (like this one) have special numbers on balance of power theory and rarely draw examples from East Asia? This myopic mid-Atlanticism among students of International Relations reaches 'down' to the media world: how many realize that the majority of the troop cuts announced by Mikhail Gorbachev in December 1988 are coming from Asia.
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Hevia, James L. "Tribute, Asymmetry, and Imperial Formations: Rethinking Relations of Power in East Asia." Journal of American-East Asian Relations 16, no. 1-2 (2009): 69–83. http://dx.doi.org/10.1163/187656109793645751.
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AbstractIn organizing the conference “History and China's Foreign Relations, ” John Wills set two difficult tasks for the participants. The first was to consider the role of the academy in U.S. policy-making toward China and surmise whether academics were more influential in John Fairbank's day than today. The second involved a consideration of the models or theoretical constructs used for characterizing China's relations with other countries. Although there is much to say about the relation between area studies and the state, my focus will be on the latter topic, models and theories of foreign relations.