Relevant bibliographies by topics / International academics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'International academics'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "International academics"

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Kwiek, Marek. "International Research Collaboration and International Research Orientation: Comparative Findings About European Academics." Journal of Studies in International Education 22, no. 2 (2017): 136–60. http://dx.doi.org/10.1177/1028315317747084.

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In this study, international research collaboration (IRC) and international research orientation (IRO) have been studied at the micro-level of individual academics from the university sector ( N = 8,466, 11 European systems). Both were studied cross-nationally, cross-disciplinarily, and cross-generationally. This study differs from most existing internationalization literature in its sample (Europe) and focus (patterns of internationalization in research), using more standard methods (a multivariate model approach). It addresses questions about the patterns of IRC and IRO, international publishing, and the predictors of IRC, or what makes some European academics more prone to collaborating with international colleagues in research than others. In the context of changing incentive and reward systems in European academic science, which are becoming more output oriented, it is ever more important for individual academics to cooperate internationally (as well as to co-publish internationally). “Internationalists” increasingly compete with “locals” in university hierarchies of prestige and for access to project-based research funding across Europe. Evidence is presented that co-authoring publications internationally is still a rare form of research internationalization in Europe (50.8% of academics co-author publications internationally). However, as compared with other world regions, the percentage of European academics collaborating internationally in research (63.8%) is very high. A striking cross-national differential within the youngest European generation of academics was found, which may be a strong barrier to intra-European research collaboration in the future.
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Vabø, Agnete. "Gender and International Research Cooperation." International Higher Education, no. 69 (March 25, 2015): 19–20. http://dx.doi.org/10.6017/ihe.2012.69.8637.

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This article discusses why U.S. academics, and female academics in particular, are less involved in international collaboration than their colleges in other countries. Features of the U.S. system for higher education and research, including its size, academic quality and the nature of the academic tenure track career system, are important in shaping this "national-oriented" mode of academic work. It is argued, however that such qualities also limit the realization of academic and economic potential of international research collaboration.
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Altbach, Philip, and Gerard Postiglione. "Professors: The Key to Internationalization." International Higher Education, no. 73 (March 17, 2015): 11–12. http://dx.doi.org/10.6017/ihe.2013.73.6086.

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A key factor in internationalizing any university is the academics who work there. This article notes that analyzes the attitudes of the academic profession and notes that most academics are not very internationally minded. Results from two international studies are used for this analysis.
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Huang, Futao. "International Faculty in Japan." International Higher Education, no. 96 (December 5, 2018): 18–19. http://dx.doi.org/10.6017/ihe.2019.96.10777.

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The 1979 and 2017 national surveys of full-time international faculty at Japanese universities show numerous important changes. The proportion of female academics has increased, and Japanese universities hire more international faculty in high academic positions, doing research in the hard sciences, and originating from China and Korea. Today, the vast majority of international faculty come to Japan for academic reasons, and have more positive perceptions of the Japanese academic market and their Japanese colleagues.
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Lehmann, Jennifer. "Meet Our International Editorial Consultants." Children Australia 40, no. 1 (2015): 6–8. http://dx.doi.org/10.1017/cha.2014.43.

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Children Australia has had the support and advice of many academic and professional practitioners over its many years of publication, with a number of people serving as Editorial Consultants. More recently, a number of international academics have joined our ranks, following in the footsteps of Nicola Taylor, Director of the Children's Issues Centre at the University of Otago, in Auckland, New Zealand, who was the first of our overseas academics. Nicola was the Guest Editor of a Special Issue some time ago, heralding what is now a more regular feature of the journal – encouraging collections of papers addressing specific topics.
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Lorés-Sanz, Rosa. "When the local becomes international." Languages in Contrast 16, no. 1 (2016): 133–58. http://dx.doi.org/10.1075/lic.16.1.06lor.

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Abstracts play a major role as time-saving and information-managing devices in our globalized world of scientific communication. In many non-Anglophone academic journals the pressure to disseminate results internationally is manifested in the requirement to write an English version of the abstract, usually a requisite for the journal to be included in international databases and citation indexes. In this paper it is my aim to investigate the main lexicogrammatical choices which contribute to the identification of rhetorical moves in research article (RA) abstracts translated into English by Spanish academics, and which are published in prestigious national journals as a requisite for those journals to be included in international databases. To carry out this analysis, three sets of texts have been compiled: (i) Spanish abstracts published in prestigious Spanish journals, (ii) their corresponding English translations published in the same journals; (iii) RA abstracts written in English by Anglophone academics (affiliated to Anglophone institutions) and published in leading international journals whose language of publication is English. I will focus on the discipline of Sociology, an emergent field for Spanish academics in terms of their contribution to the international arena. My ultimate aim is to explore how English translations compare with English L1 abstracts in terms of lexicogrammatical choices.
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Larsen, Marianne. "Transnational Academic Mobility: A Case Study of Fifteen Academics." Comparative and International Education 49, no. 1 (2020): 1–13. http://dx.doi.org/10.5206/cie-eci.v49i1.13433.

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Academics around the world face many pressures to engage in transnational mobility (TNM) as a part of their scholarly work. This includes travelling abroad for conferences and symposia, teaching abroad, supervising graduate students abroad and participating in international research partnerships/collaborations. This is a case study of 15 academics at different stages of their academic careers, located in 12 different countries and representing a wide range of academic disciplines. The findings confirm the widespread and regular international travel that higher education academics participate in; and that while largely valuing their experiences abroad, most feel pressured to engage in TNM and those pressures are exacerbated for faculty in precarious and early-career positions.
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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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Arimoto, Akira. "The Academic Profession and the Managerial University: An International Comparative Study from Japan." European Review 18, S1 (2010): S117—S139. http://dx.doi.org/10.1017/s1062798709990354.

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Traditionally, academics like to think that they further society by furthering their academic disciplines. The managerial university focuses on rationalization and efficiency, and believes in market mechanisms. These different viewpoints lie at the root of many conflicts. Moreover, one cannot see these issues in isolation. The logic of the managerial university reflects a shift from knowledge communities to knowledge enterprises. This conflicts with the logic of the academic profession, valuing academic autonomy and academic freedom. In the 2007 Changing Academic Profession survey, Japanese academics regarded the threats of the looming bureaucracy as almost as dangerous as did the academics surveyed in 1992 in the context of the Carnegie international comparative study on the academic profession, which was carried out in Europe and the US. This report intends to analyse the results of the CAP survey in order to compare the similarities and differences of academic staff’s reactions to the managerial university from an international perspective. More specifically, the focus will be on the following topics: (1) the role of knowledge and academic vision; (2) decision making; (3) the role of institutional missions and profiles; (4) the impact of incentives and sanctions; (5) supervisory mechanisms; and (6) cooperation.
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Jung, Jisun. "International Research Collaboration among Academics in China and South Korea." International Journal of Chinese Education 1, no. 2 (2012): 235–54. http://dx.doi.org/10.1163/22125868-12340005.

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Abstract This study examines international research collaboration among Chinese and Korean academics. International research collaboration among academics, which is generally measured by co-authored publications, is an important part of the internationalization of higher education, not only at an individual level but also at institutional and national levels. This study uses the online Science Citation Index database from Web of Knowledge for the analysis and demonstrates descriptive results of international co-authored publication patterns. International research collaboration is defined as the share of articles published together with at least one author from another country anywhere in the world. The study examines how international research collaboration patterns have changed from 1975 to 2010 in China and South Korea. In particular, it focuses on the growth of international research collaboration, the main collaborative countries among Chinese and Korean academics, and the differences in international research collaboration patterns by academic discipline.
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Dissertations / Theses on the topic "International academics"

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Coey, Christopher. "International academics in English higher education : practising and capturing mobile 2013 careers." Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/17813/.

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Academics, and the institutions which host them, are increasingly positioned as central components of national and regional innovation systems and as producers of skilled workers for the purported knowledge society. At the same time, globalising and internationalising discourses have constructed an image of highly skilled knowledge workers, including academics, as in demand and highly mobile. In academia, these trends have converged in the idea of a ‘war for talent’, in which institutions compete internationally to attract and retain the ‘best’ people. To some extent these notions extend already established understandings of academics as cosmopolitan and academic fields as transnational, yet their scale and instrumentalisation represents a distinct break from the past. The purpose of this thesis is to explore the empirical reality underlying these discourses through experiences and practices of non-UK citizen academics in the English higher education sector. Using original analysis of HESA data, it first describes recent trends and patterns in non-UK academic staffing in the English sector, and relates these trends to a qualitative analysis of the internationalisation policies of a broad sample of English institutions and other stakeholder organisations. Interviews with 23 non-UK citizen academics in two English higher education institutions explore the ways in which they understand, engage with and practice migration in their careers. It explores incentives and disincentives for migration, rationales for the directions and destinations of migratory flows, and the degree to which these non-UK citizen academics are represented in the imagined ‘mobile academic’ of policy and discourse. In addition, it explores the ways in which non-UK citizen academics in two universities contribute to the internationalisation of their institutions. The study provides a rich understanding of the character and role of non-UK academics in the internationalisation of English higher education, and the ways in which their practices and experiences reflect broader trends, policy agendas and discourses. Outcomes of the study build on and contribute to existing literature and theory, and are relevant to policy makers at institutional and other policy scales.
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Willis, Wendie A. "Background Characteristics and Academic Factors Associated with the Academic Behavioral Confidence of International Graduate Students in Ohio’s Public Institutions." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1289787513.

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Kani, Zeynep Gülşah. "An exploration of the linguistic, professional and intercultural experiences of 'international' academics from different disciplines at a UK university." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21427.

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The internationalisation of higher education in the past decade has brought about dramatic changes in the profiles of staff and students in UK universities. The number of international students are estimated to rise to 7 million by 2020 by the OECD (2011) at all levels of education in many parts of the world and particularly in English speaking countries (Davies, 2003; Jackson, 2010). Also, one in four academics had a non-UK nationality in 2010-11 according to the Higher Education Funding Council for England (HEFCE, 2012: 4) apart from the linguistically and culturally diverse, latecomer UK-domiciled academics. In such an atmosphere, there is an increasing trend in research on international students and teachers who are speakers of English as an additional language (EAL) especially in TESOL. Nevertheless, there are few studies into the experiences of the academic staff as speakers of EAL who are working at a UK university. Therefore, this research examined the linguistic, professional and intercultural experiences of ‘international’ academics from different disciplines in the internationalising contexts of higher education in the UK. Fifteen academics who are speakers of EAL at an intercultural UK university were interviewed with a semi-structured format. The participants shared their stories and experiences of the phenomenon “being an ‘international’ academic/lecturer”, which contributed to the development of a deeper understanding of the experiences and challenges they underwent in terms of language, academia and interculturality. The participants shared their language-related experiences and attitudes towards the “(non)native-like” language use as bi-/multi-lingual speakers, the challenges of teaching and researching at an internationalising university and their accounts of experience of interculturality and approaches to (non-)essentialist cultural descriptions as “international” academics.
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Rachny, Edward. "Correlations between Current and Expected Relocation Quality of Workplace Factors." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929830.

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<p> High-quality hospitality education is important to bring to international locations because it is a foundation for business and tourism. An international network of hospitality schools (HS) has a problem of convincing faculty to relocate to international locations, which limits expansion efforts and the quality of faculty available at less desirable locales. The purpose of this correlation study was to investigate the relationship between varies workplace factors that faculty expect to be of the highest quality, allowing senior management to ensure relocations. The theoretical foundation that grounded this study was Authors&rsquo; expectancy theory, which stipulates that what people expect to occur drives their behavior; in this study, the behavior in question was the decision to relocate or not. The research questions concerned the correlations between faculty ratings of current workplace factors and faculty ratings indicating the quality they expected each workplace factor to show at a relocation site. Approximately 180 faculty members of HS answered an anonymous online survey. The survey was rated using 2 scales indicating how true each workplace item was in the current location and how high quality each workplace item was expected to be. Correlation analysis was conducted for each of the survey items to determine if there was a relationship between the faculty&rsquo;s ratings of their current position and what they expected in a relocation. The study found that feedback on work results was highly valued by participants wherever their workplace was located. The study may promote positive social change by supporting the school&rsquo;s capability to provide a workplace environment in compromise locations that attract and retain hospitality faculty, ultimately benefiting students in the globalizing world of education.</p><p>
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Alarcón, Pérez Pau. "Local political participation: what citizens want, what governments do, and what academics assume. Southern european evidence for an international debate." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/287980.

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La implementació d’innovacions democràtiques incorporant a la ciutadania en el procés de presa de decisions s’ha estès globalment durant les darreres dècades. Els mecanismes de participació local han esdevingut molt coneguts a partir d’algunes experiències d'èxit com els Pressupostos Participatius de Porto Alegre. Acadèmicament, les i els investigadors han estudiat àmpliament aquestes innovacions, principalment mitjançant estudis de cas d’experiències d'èxit. Els mecanismes de participació en l'àmbit local són l’objecte d’estudi d’aquesta tesi, abordats des d’una perspectiva triple. Descriurem i analitzarem què vol la ciutadania en termes de democràcia participativa, què fan els governs locals (és a dir, quin tipus de mecanismes participatius s’estan desenvolupant), i què s’assumeix des de l’acadèmia sobre aquestes innovacions democràtiques. L’objectiu global d’aquesta recerca és contribuir a la comprensió de la realitat participativa més enllà del debat teòric i l’anàlisi dels estudis de cas, centrant l’atenció al Sud d’Europa. Les preferències ciutadanes sobre els processos de presa de decisions s'emmarquen al context espanyol. Mitjançant l’estudi de dades d’enquesta, analitzarem les preferències ciutadanes pel que fa a qui pren les decisions, si la ciutadania o els polítics. Aquestes preferències es relacionaran alhora amb diverses actituds: l’experiència participativa prèvia, la intensitat de les actituds envers diferents temes, la percepció que les idees pròpies formen part d’un consens general i l’aversió al conflicte. Respecte als mecanismes participatius, indagarem en com són aquestes innovacions des d’una perspectiva de N gran a partir d’un mapatge participatiu de cinc regions del Sud d’Europa. L’anàlisi se centrarà en diferents qualitats referents a la participació ciutadana, la deliberació i l’apoderament. Finalment, després de demarcar aquestes preferències i mecanismes participatius, entaularem un debat entre l’evidència empírica i alguns debats i assumpcions acadèmiques. Adreçarem el debat metodològic sobre quin tipus de mecanismes participatius es recull mitjançant diferents estratègies de N gran. Així mateix, en diàleg amb alguns debats de l’acadèmia anglosaxona, abordarem el debat sobre la definició de l’objecte d’estudi (la tensió entre la democràcia participativa i deliberativa), les característiques dels actors que promouen les innovacions, el rol dels professionals de la participació o la reproducció de les desigualtats preexistents entre els i les participants. Comprovarem si la regió del Sud d’Europa presenta algunes especificitats participatives en comparació amb les regions que han estat més estudiades des de l’acadèmia. Per últim farem referència a algunes implicacions, per exemple en relació al context polític espanyol actual. El moviment 15M va obrir un ampli debat envers el procés de presa de decisions, defensant una “democràcia real”. Noves candidatures d'èxit com Podemos i Ganemos/Guanyem han incorporat la democràcia participativa als seus discursos, propostes i pràctiques. Abordarem la qüestió de quina relació pot haver-hi entre aquest context sociopolític i les preferències ciutadanes i mecanismes participatius analitzats en aquesta tesi.<br>The implementation of democratic innovations for involving citizens in the decision-making process has spread globally over the last decades. Local participatory mechanisms have become well-known due to some successful experiences such as the Participatory Budgeting in Porto Alegre. Academically, researchers have broadly studied these innovations, mainly through case studies of successful experiences. Participatory mechanisms at the local level are the object of study in this dissertation, addressed from a threefold perspective. We will describe and analyse what citizens want in terms of participatory democracy, what local governments do (i.e. what kind of participatory mechanisms is being developed), and what academics assume about these democratic innovations. The main goal of this research is to help to understand the participatory reality beyond the theoretical debate and case study analysis, focusing on Southern Europe. The citizens’ preferences toward decision-making processes focus on the Spanish context. Through survey data analysis, we will analyse citizens’ preferences in terms of who makes the decisions, either citizens or politicians. These preferences will also be related to different attitudes: previous participatory experiences, the intensity of the attitudes toward different issues, the perception that one’s own ideas are part of a general consensus, and conflict aversion. In terms of participatory mechanisms, we will discuss what these innovations are like from a large-N perspective using a participatory mapping of five Southern European regions. The analysis will focus on different qualities paying attention to citizens’ participation, deliberation, and empowerment. Finally, after demarcating these participatory preferences and mechanisms, we will establish a debate between the empirical data and some academic debates and assumptions. The methodological debate about what kind of participatory mechanisms is collected through different large-N strategies will be addressed. Also, in a dialogue with some debates in the English-speaking academy, we will address the debate about the definition of the object of study (the tension between participatory and deliberative democracy), the characteristics of the actors promoting these innovations, the role of participatory professionals or the reproduction of the already existing inequalities among participants. We will check if the Southern European region presents some participatory specifities in comparison with the regions that have been more studied by the academy. Lastly, some implications will be pointed at, for example in relation to the current Spanish political context. The indignados movement opened a broad debate about the decision-making process, defending a “real democracy”. New successful candidacies like Podemos and Ganemos/Guanyem have incorporated participatory democracy into their discourses, proposals and practices. We will address the question of what the relation between this new socio-political context and the citizens’ preferences and participatory mechanisms analysed in this dissertation could be.
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Newell, Emily Marie. "The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.

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Tipmanoworn, Pamela. "All världens kompetens - hur tas den tillvara? : En kvalitativ studie om internationella akademikers upplevelser av kompetensöverföring vid ett högre lärosäte i Sverige." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393905.

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En alltmer internationell arbetsmarknad för akademiker innebär också rekrytering över landsgränser för högre lärosäten. Denna studie har syftat till att få kunskap om anställda internationella akademikers upplevelser av kompetensöverföring vid ett högre lärosäte i Sverige och där studiens frågeställningar fokuserar på hur deras kompetens förväntats och tagits tillvara. Studien har gjorts genom en kvalitativ undersökning där internationella akademiker intervjuats om deras upplevelser. Det empiriska materialet har analyserats utifrån ett sociokulturellt perspektiv och två frågeställningar har formulerats för att precisera syftet. Den första frågan undersöker vilka förväntningar som fanns på hur deras kompetens skulle tas tillvara innan arbetet påbörjades. Den andra frågan undersöker hur kompetensen upplevts tagits tillvara efter påbörjad anställning samt vad som upplevts hindrat och möjliggjort tillvaratagandet. Resultaten visar att det fanns förväntningar i att kompetensen skulle komma att tas tillvara som i tidigare liknande arbete. Det fanns också förväntningar på att kompetensen skulle komma att tas tillvara utifrån kommande arbetsuppgifter. Efter påbörjad anställning upplevs kompetensen tas tillvara genom kommunikation, diskussion, mötesdeltagande och samarbete. Studiens mest framträdande resultat handlar om att fördjupade relationer till kollegor upplevs vara främjande för kompetensöverföring. Språket och det fysiska rummet är teman vilka upplevs hindra eller möjliggöra tillvaratagandet av kompetens.<br>An increasingly international labor market for academics within higher education also means a higher recruiting across national borders. This qualitative study has aimed to get knowledge about employed international academics experiences of competence transfer at a higher educational institution in Sweden and where the study's questions focus on how their competence was expected to be and has been utilized. The study was conducted through a qualitative study in which international academics were interviewed about their experiences. The data of the study has been analyzed from a socio-cultural perspective and two research questions were developed to specify the aim. The first question deals with how skills expects to be utilized at their new workplace. The second question deals with how competence has been utilized after beginning their new work, as well as experienced difficulties and opportunities in these processes. The results show there were expectations of the competence to be utilized in the same way as in previous similar work. There were also expectations that the competence would be utilized based on future tasks. The results show that skills are experienced to be utilized in their new work through communication, discussions, meetings and cooperation. The study's most prominent result is that deeper relationships with colleagues are perceived as promotion for competence transfer. The language and physical space are themes which are perceived to constrain or enable the exploitation of skills.
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Pierson, Gina Lee. "Program manual for international business academies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2865.

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This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.
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Siekierski, Paulette. "Relação entre mobilidade acadêmica internacional e inovação : impactos nos países de origem e destino dos pesquisadores." Escola Superior de Propaganda e Marketing, 2018. http://tede2.espm.br/handle/tede/290.

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Submitted by Adriana Alves Rodrigues (aalves@espm.br) on 2018-08-07T16:24:49Z No. of bitstreams: 1 pmdgi - paulette skierski pós-banca.pdf: 1279732 bytes, checksum: e09dd754d13123992bfb1864e22982be (MD5)<br>Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2018-08-07T16:25:33Z (GMT) No. of bitstreams: 1 pmdgi - paulette skierski pós-banca.pdf: 1279732 bytes, checksum: e09dd754d13123992bfb1864e22982be (MD5)<br>Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2018-08-07T18:07:21Z (GMT) No. of bitstreams: 1 pmdgi - paulette skierski pós-banca.pdf: 1279732 bytes, checksum: e09dd754d13123992bfb1864e22982be (MD5)<br>Made available in DSpace on 2018-08-07T18:08:00Z (GMT). No. of bitstreams: 1 pmdgi - paulette skierski pós-banca.pdf: 1279732 bytes, checksum: e09dd754d13123992bfb1864e22982be (MD5) Previous issue date: 2018-02-21<br>The main objective of this PhD thesis was to understand the relation between international mobility of academics (IMA) and innovation, and its impacts on the countries of origin and destination of researchers. For this purpose three diverse and complementary articles were developed with specific methodologies through which deepens relevant aspects of the proposed discussion. The aim of the first article was to perform a meta-analysis in order to understand the relation between IMA with variables, proxies of innovation, and their impacts in the countries of destination, origin, and destination and origin simultaneously of the researchers. After the elaboration of a rigorous research protocol from 36 articles selected in 15 top journals of the Scopus and ISI Web of Science databases, 20 variables were identified, including five of them, with positive, negative or null impacts for the countries. The study brings contributions to the academy insofar as IMA generates innovation through the development of research networks, the increase of publications with better quality, the increase of citations, and the generation of partnerships between universities, industries and laboratories that can improve education and science. Knowing the types of innovation that IMA generates enables governments that wish to invest in scientific, technological, economic and social development to choose the best measures of attraction and retention of brains. For industry, technological catch-up and highly skilled labour (HSL), means enhancing competitiveness and capacity building, growth of research and development (R&D), creating new products, patent filing, increased investments and expansion of internationalization. The objective of the second research was to investigate which of the following factors is most important in the academics mobility decision: the impact of the science, technology and innovation (ST&I) infrastructure, or the quality of life in the host country. Were considered journals of scientific prestige and research and development (R&D) institutions as proxies for ST&I and the human development index (HDI) as a proxy for quality of life. These data came from several databases. The results of a multiple linear regression show that, although the ST&I infrastructure takes precedence over quality of life, both are influential factors in academics mobility decisions. The results offer guidance for academics in their decisions regarding mobility, as well as offering guidance for government policy-makers with regard to national investments to address brain drain and brain gain. The third study aimed to investigate the relation between patent filing, proxy for innovation, with IMA, education and applied research. For this purpose, primary databases at the National Institute of Industrial Property (INPI), and secondary databases of the Lattes Platform, Linkedin and Foundation for Research Support of the State of São Paulo (FAPESP) were carried out. The first two Brazilian universities according to the INPI (2014) patent ranking were the University of São Paulo (USP), with a universe of 282 inventors who filed 78 patents followed by the University of Campinas (UNICAMP) with a universe of 190 inventors who filed 60 patents. The results show a positive relation between the number of patents deposited with education, participation in IMA programs and applied research.<br>O objetivo central desta tese foi entender a relação entre mobilidade acadêmica internacional (MAI) e inovação, e seus impactos nos países de origem e de destino dos pesquisadores. Para isso o trabalho desenvolve três artigos diversos e complementares com metodologias específicas através das quais aprofunda aspectos relevantes da discussão proposta. O primeiro artigo teve como objetivo realizar uma meta-análise afim de entender a relação entre MAI com variáveis, proxies de inovação e seus impactos nos países de destino, de origem, e de destino e origem simultâneamente dos pesquisadores. Após a elaboração de um rigoroso protocolo de pesquisa a partir de 36 artigos selecionados em 15 top journals das bases Scopus e ISI Web of Science, foram localizadas 20 variáveis, dentre as quais cinco de inovação, com impactos positivos, negativos ou nulo para os países. O estudo traz contribuições para a academia na medida em que a MAI gera inovação através do desenvolvimento de redes de pesquisa, do incremento das publicações com melhor qualidade, do aumento de citações, além da geração de parcerias entre universidades, indústrias e laboratórios que podem trazer melhorias à educação e ciência. Conhecer os tipos de inovação que a MAI gera possibilita aos governos que desejam investir no desenvolvimento científico-tecnológico, econômico e social escolher as melhores medidas de atração e retenção de cérebros. Para a indústria o catch-up tecnológico e a mão de obra altamente qualificada significam aprimoramento da competitividade e capacitação, crescimento da pesquisa e desenvolvimento (P&D), desenvolvimento de novos produtos, depósito de patentes, maiores investimentos e expansão da internacionalização. A segunda pesquisa teve como propósito verificar qual fator é preponderante para a decisão de MAI: o impacto da infraestrutura de ciência, tecnologia e inovação (CTI) ou da qualidade de vida no país hospedeiro. Desse modo, o objetivo do artigo foi verificar se fatores relacionados à infraestrutura de CTI e qualidade de vida estão associados à MAI dos recursos humanos em ciência e tecnologia (RHCT) e quais deles têm maior peso na decisão de mobilidade. Foi analisada a relação da mobilidade dos acadêmicos com a presença de journals de impacto e prestígio, instituições de P&D, como proxies de CTI, e o índice de desenvolvimento humano (IDH), como proxy de qualidade de vida. A metodologia foi quantitativa por meio de uma técnica estatística descritiva confirmatória de regressão linear múltipla. Foram usados dados de fontes secundárias da OECD, UNESCO, World Bank, Global Innovation Index, United Nations Development Programme. Os resultados mostraram a preponderância da infraestrutura de CTI sobre a qualidade de vida. Todavia, embora, a primeira tenha uma importância maior para explicar a mobilidade dos acadêmicos é necessário que as duas figurem conjuntamente. A contribuição acadêmica reside na preponderância à infraestrutura de CTI, mas associada à qualidade de vida. A contribuição para os Estados reside na necessidade de garantir ambas as condições para a atração dos acadêmicos. Para os gestores de universidades ficou clara a necessidade de um investimento maciço em CTI. O terceiro estudo teve como finalidade investigar a relação entre depósito de patentes, indicador de inovação, com MAI, educação e pesquisa aplicada. Para tanto, foi realizada uma coleta de dados de bases primárias do Instituto Nacional de Propriedade Industrial (INPI) e secundárias da Plataforma Lattes, Linkedin, e Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). As duas primeiras universidades brasileiras do ranking de patentes de 2014 do INPI foram a Universidade de São Paulo (USP), com um universo formado por 282 inventores que depositaram 78 patentes seguida pela Universidade Estadual de Campinas (UNICAMP) com um universo formado por 190 inventores que depositaram 60 patentes. Os resultados revelaram existir uma relação positiva entre o número de patentes depositadas com educação, participação em programas de MAI e pesquisa aplicada.
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Salm, Adriane Marie. "Inter-institutional agreements for academic international cooperation." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102708.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2013-07-16T01:42:14Z (GMT). No. of bitstreams: 1 222143.pdf: 1289493 bytes, checksum: 1482844e9d0d903b4493674e16111077 (MD5)<br>The Scientific and Technological Agreements for International Cooperation (STAICs) between higher education institutions, and/or technical educational institutions and/or business institutions is part of the discourse of higher education, and constitutes an element of strategic importance in the process of the internationalization of higher education. However, there is little information about the relation between the language used in the academic agreements and the practices they represent. In order to contribute to this area of research, ten (10) STAICs between 5 Brazilian Higher education institutions and 7 foreign education institutions were analyzed in order to make a description of textual and contextual elements of this particular discourse. Regarding their configuration as a text, the STAICs were investigated in terms of their generic structure potential. Transitivity choices and instances of modality were analyzed in order to look at, respectively, the representation of the universities in relation to the roles prescribed to them and their level of commitment towards those roles. Regarding contextual concerns, the STAICs were analyzed in terms of the power relations considering the performance of the participating universities in the enactment of those roles. The analysis draws on genre analysis (Hasan, 1985a, 1994, 2004), other genre studies (Meurer, 1998, 2002), Halliday#s (1994; Halliday & Matthiessen, 2004) Systemic Functional Grammar, notions from Giddens# (1979, 1984) Structuration Theory and the Law of the Subsidiary Character of the Scientific Production from Ramos# (1965) Theory of Sociological Reduction. Results have provided linguistic grounds to characterize this discourse as a type of promotional discourse as well as to show hidden evidence of power relations between its discourse participants. iv The results are expected to contribute as support for the fields of EFL teaching, Applied linguistics, Discourse Analysis including ESP and Business English, and Social Sciences.
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Books on the topic "International academics"

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Animals, Respect for, ed. The ethical case against fur farming: A statement by an international group of academics, including ethicists, philosophers and theologians. Respect for Animals, 2002.

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Teodorescu, Horia-Nicolai. Academic Romania. H.N. Teodorescu, 1992.

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Oakland, Thomas, and Ronald K. Hambleton, eds. International Perspectives on Academic Assessment. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0639-9.

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G, Altbach Philip, Whitelaw Mary Jean 1957-, and Carnegie Foundation for the Advancement of Teaching., eds. The academic profession: An international perspective. Carnegie Foundation for the Advancement of Teaching, 1994.

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Heber, Robert Wesley. Indigenous education and international academic exchange. Aboriginal Issues Press, 2014.

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Hilb, Martin. Lessons learned from international academic entrepreneurs. Edited by Bärfuss Hans 1956-. Haupt Verlag, 2013.

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Janeiro, Brazil) BRICS Academic Forum (6th 2014 Rio de. VI BRICS Academic Forum. IPEA, 2014.

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Stephen, Bailey. Academic writing: A handbook for international students. 2nd ed. Routledge, 2006.

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Academic writing: A handbook for international students. 3rd ed. Routledge, 2011.

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Sylvia G. M. van de Bunt-Kokhuis. Academic pilgrims: Determinants of international faculty mobility. Tilburg University Press, 1996.

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Book chapters on the topic "International academics"

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Fumasoli, Tatiana, and Barbara M. Kehm. "Recruitment of Academics." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_288-1.

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Fumasoli, Tatiana, and Barbara M. Kehm. "Recruitment of Academics." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_288.

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Ng, Josephine, and Berenice Nyland. "Transnational Education: Perspectives of Academics." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53475-2_9.

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Yudkevich, Maria. "Academics and Higher Education Expansion." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9553-1_58-1.

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Yudkevich, Maria. "Academics and Higher Education Expansion." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_58.

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Kurovska, Ilona, Boris Kofman, and Anastasia Semenova. "Leading Approaches in Maintenance of International Peace and Security." In Sustainable Leadership for Entrepreneurs and Academics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15495-0_52.

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Lee, Sherrie, and Dely Lazarte Elliot. "Re-imagining International Doctoral Students as Diasporic Academics." In Rethinking Education Across Borders. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2399-1_15.

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Aiello, Martín, and Cristian Pérez-Centeno. "Identity of Argentine Academics: International and Compared Perspective." In Biographies and Careers throughout Academic Life. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27493-5_12.

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Amazan, Rose C. "International Academics in African Universities: The Ethiopian Scene." In The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4980-3_9.

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de Jonge, Jos. "International Academics at Dutch Universities: Policies and Statistics." In The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4980-3_11.

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Conference papers on the topic "International academics"

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Cutolo, Donato, Maria Rita Tagliaventi, and Giacomo Carli. "Can we be all in one?" In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9235.

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The pursuit of a high research performance is nowadays shared by academics internationally since it is considered to sustain national development. Generating outstanding research is an effort that can jeopardize the enactment of other academic activities and the attainment of related satisfying goals, though. While the interplay between research and other knowledge transfer activities such as patenting, spin-off creation and consulting, has been widely debated, the influence of research on academic citizenship, i.e., on the service provided by faculty to their institution and to the wider collective, has remained surprisingly in the backward of the reflection on higher education systems. This study analyzes the effect of research performance on academic citizenship in a sample of 216 Italian academics in the field of management. With the exception of research awards and international scientific collaborations, research does not emerge to significantly impact upon academic citizenship, which may account for the scarce attention devoted to this latter. Since service is necessary for all organizations, universities included, to thrive, citizenship needs to be fostered and awarded through appropriate institutional and managerial policies that are here highlighted.
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Sarnecky, William G. "A Slippery Slope of Authorship and Attribution: The Atelier Model and the Design/Build Conundrum." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.10.

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Focusing on the atelier model and design/build pedagogy, this paper explores the question of authorship and attribution in academia. While the legalities of copyright and authorship in architectural practice have been addressed legislatively and through adjudication, there is no analog to this clarification for academics. Defining authorship of creative work in academia often remains a murky question, particularly when students and instructors work together. This uncertainty poses a particular problem for academicsin pursuit of tenure where academic andcreative authorship remain the primary form of currency. Case studies of three design/build projects at different scales will shed light on the complicated relationship between teacher, student and the creative work emerging from the atelier model.
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Moura, Ana S., and M. Natália D. S. Cordeiro. "Grading versus Reliability: how Academia perspectives evaluation on MOOCs." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8121.

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Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding MOOCs evaluation methodologies and their student assessment.
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El-Nasr, Magy Seif. "Academics without borders." In FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. ACM, 2019. http://dx.doi.org/10.1145/3337722.3341872.

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Dermentzi, Eleni, Savvas Papagiannidis, Carlos Osorio, and Natalia Yannopoulou. "Academics’ Intention to Adopt SNS for Engagement Within Academia." In 12th International Conference on Web Information Systems and Technologies. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005733102190228.

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Mohanasundaram, K. M. "Message from dean - academics." In 2016 3rd International Conference on Advanced Computing and Communication Systems (ICACCS ). IEEE, 2016. http://dx.doi.org/10.1109/icaccs.2016.7586294.

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.
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Liang, Yan, Ken Kamoche, and Jane Nolan. "Factors Influencing Expatriate Academics' Knowledge Sharing." In the 2019 2nd International Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3357292.3357312.

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Sheard, Judy, Anna Eckerdal, Päivi Kinnunen, Lauri Malmi, Aletta Nylén, and Neena Thota. "MOOCs and their impact on academics." In the 14th Koli Calling International Conference. ACM Press, 2014. http://dx.doi.org/10.1145/2674683.2674700.

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Rončević, Nena, Marko Turk, and Bojana Vignjević. "RESEARCH DEVELOPMENT COMPETENCIES: JUNIOR ACADEMICS’ PERSPECTIVE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0991.

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Reports on the topic "International academics"

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Nelson, Sarah. Partnerships, Planning and Policy Windows: How to Engage Non-academics with International Development Research. The Impact Initiative / Institute of Development Studies, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii298.

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McCurley, Marian F., and Marian F. McCurley. NIST international and academic activities for FY 19971998. National Institute of Standards and Technology, 1999. http://dx.doi.org/10.6028/nist.sp.940.

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Dooley, Michael. A Survey of Academic Literature on Controls over International Capital Transactions. National Bureau of Economic Research, 1995. http://dx.doi.org/10.3386/w5352.

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Heller-Zeisler, S. F., and S. F. Heller-Zeisler. Office of International and Academic Affairs activities report for fy 19992000. National Institute of Standards and Technology, 2002. http://dx.doi.org/10.6028/nist.sp.978.

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Cimentada, Jorge. A new perspective on the international achievement gap: is academic autonomy good for everyone? Max Planck Institute for Demographic Research, 2020. http://dx.doi.org/10.4054/mpidr-wp-2020-005.

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Brinkerhoff, Derick W., and Anna Wetterberg. Governance and Sector Outcomes: Making the Connections. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0019.1809.

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A critical issue in international development is how donor-funded programs can support sustainable and long-lasting changes in assisted countries. Among the factors associated with sustainability is improved governance. However, many donor-funded initiatives are focused on achieving results in specific sectors, such as health, education, and agriculture. How can how governance interventions contribute to achieving sector-specific results? This brief explores this question and discusses how international development practice has incorporated recognition of the links between governance and sector outcomes. The brief develops a stylized continuum of how governance elements relate to sector interventions and contribute to expected outcomes. We discuss factors that either impede or impel governance integration and close with some observations regarding prospects for integrated programming. The audience for the brief is the international development policy and practitioner communities, and secondarily, academics with an interest in the topic. Key take-aways include: (1) there is ample evidence of positive contributions from improved governance to sector-specific outcomes, but few guideposts exist for practical and effective governance integration; (2) barriers to integration include urgent sector priorities that overshadow governance concerns, requirements to demonstrate progress towards ambitious sector targets, and complex choices related to measurement; and (3) sustainability and self-reliance are major drivers for integration and are facilitated by the flexibility and adaptation that governance integration enables.
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Fotta, Martin, Mariya Ivancheva, and Raluca Pernes. THE ANTHROPOLOGICAL CAREER IN EUROPE: A complete report on the EASA membership survey. NomadIT, 2020. http://dx.doi.org/10.22582/easaprecanthro.

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This report presents the results of the survey conducted among EASA members in 2018. The survey was a collaboration between EASA and the PrecAnthro Collective, whose members have worked together and mobilised since 2016 to raise awareness about the challenges of developing an academic career in anthropology. The themes explored in the survey reflect existing academic research on changes to the academic profession and the casualisation of labour in Europe and beyond. The survey enquired into the extent to which and how trends already documented in other disciplines, and in academia as a whole, affect anthropologists. These trends include a growing division between research and teaching, the deprofessionalisation of academic labour through multiple contract types, the imperatives of international mobility and cyclical fundraising, and weak labour unions. This report captures overall trends as well as regional differences in the anthropological profession in Europe.
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Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1051.

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S. Abdellatif, Omar, Ali Behbehani, and Mauricio Landin. Luxembourg COVID-19 Governmental Response. UN Compliance Research Group, 2021. http://dx.doi.org/10.52008/lux0501.

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The UN Compliance Research Group is a global organization which specializes in monitoring the work of the United Nations (UN). Through our professional team of academics, scholars, researchers and students we aim to serve as the world's leading independent source of information on members' compliance to UN resolutions and guidelines. Our scope of activity is broad, including assessing the compliance of member states to UN resolutions and plan of actions, adherence to judgments of the International Court of Justice (ICJ), World Health Organization (WHO) guidelines and commitments made at UN pledging conferences. We’re proud to present the international community and global governments with our native research findings on states’ annual compliance with the commitments of the UN and its affiliated agencies. Our goal as world citizens is to foster a global change towards a sustainable future; one which starts with ensuring that the words of delegates are transformed into action and that UN initiatives don’t remain ink on paper. Hence, we offer policy analysis and provide advice on fostering accountability and transparency in UN governance as well as tracing the connection between the UN policy-makers and Non-governmental organizations (NGOs). Yet, we aim to adopt a neutral path and do not engage in advocacy for issues or actions taken by the UN or member states. Acting as such, for the sake of transparency. The UN Compliance Research Group dedicates all its effort to inform the public and scholars about the issues and agenda of the UN and its affiliated agencies.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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