Journal articles: '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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Parkinson, Tom, Tarek Zoubir, Shaher Abdullateef, et al. "“We are still here”: the stories of Syrian academics in exile." International Journal of Comparative Education and Development 20, no. 3/4 (2018): 132–47. http://dx.doi.org/10.1108/ijced-06-2018-0013.

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Purpose The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community. Design/methodology/approach The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design. Findings Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile. Research limitations/implications While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile. Practical implications The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design. Originality/value The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.

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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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Getahun, Dawit Asrat, Waheed Hammad, and Anna Robinson-Pant. "Academic writing for publication: Putting the ‘international’ into context." Research in Comparative and International Education 16, no. 2 (2021): 160–80. http://dx.doi.org/10.1177/17454999211009346.

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There is a growing body of research on the impact of English-medium publication and associated higher education regimes on knowledge construction. However, not much is known about how academics outside the Global North make decisions about how and where to publish. Through a comparative case study, this article sets out to explore how academics in Ethiopia and Oman engage in writing for publication. Taking an academic literacies lens, the analysis reveals that their decisions were shaped by institutional values at the local level, as well as global hierarchies around knowledge construction. However, issues around identity, languages and disciplinary cultures also influenced how academics chose to position themselves in relation to local and international journals. The findings point to the need for new partnerships between journals in the Global North and South to prevent ‘publication drain’, and for universities to explore ways to address inequalities perpetuated through journal ranking and language hierarchies.

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Czaika, Mathias, and Sorana Toma. "International academic mobility across space and time: The case of Indian academics." Population, Space and Place 23, no. 8 (2017): e2069. http://dx.doi.org/10.1002/psp.2069.

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Newson, Janice, and Claire Polster. "Reclaiming Our Centre." Science & Technology Studies 14, no. 1 (2001): 55–75. http://dx.doi.org/10.23987/sts.55141.

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In recent years, the autonomy of academics in many countries has been progressively undermined by a number of local, national and international developments. The purpose of this paper is to reveal how academic autonomy is being infringed. It aims also to critique the ways in which academics have been responding – both individually and collectively – to these infringements. Specifically, we argue that the ways in which academics have been defending against the erosion of their autonomy actually serves to further advance this process. We attribute this paradox to academics’ impoverished conception of professional autonomy and reassert a more robust conception and practice of academic autonomy as a means of remedying the situation.

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Merkulova, L. P., and E. G. Kashina. "Academics’ Training for International Communication and Collaboration." Vestnik of Samara University. History, pedagogics, philology 26, no. 2 (2020): 102. http://dx.doi.org/10.18287/2542-0445-2020-26-2-102-106.

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Arthur, Nancy, Wendy Patton, and Christine Giancarlo. "International Project Participation by Women Academics [Abstract]." Canadian Journal of Education / Revue canadienne de l'éducation 30, no. 1 (2007): 323. http://dx.doi.org/10.2307/20466637.

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Romaniuk, ScottNicholas. "Different Realities: Academics, Politics, and International Relations." Global Discourse 1, no. 2 (2010): 179–85. http://dx.doi.org/10.1080/23269995.2010.10707863.

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Kokubu, Katsuhiko. "Interactions between Japanese and international accounting academics." Accounting, Auditing & Accountability Journal 12, no. 1 (1999): 69–73. http://dx.doi.org/10.1108/09513579910259933.

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Thakur, Monika. "Navigating Multiple Identities: Decentering International Relations." International Studies Review 23, no. 2 (2021): 409–33. http://dx.doi.org/10.1093/isr/viaa101.

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Abstract The article argues that academics navigate and occupy various localities, spaces, and identities, which allows them to be self-reflexive in understanding the inherent challenges in diversifying the discipline. Using personal narratives as a methodological and theoretical tool, this article situates plural experiences and contexts of a woman of color, working in precarity in academia. The intersection of multiple identities reveals various sites of privilege and oppression, and inclusion and exclusion. Unsettling and dismantling binaries and identities reveal complex entanglements and connections that provide more nuanced understandings of IR. This article further discusses ways the discipline of IR has excluded diverse theoretical and empirical knowledges and regions, including critical approaches and the Global South. This disciplinary exclusion and erasure is reproduced in everyday academic practice and can serve as an entry point to understand why diverse communities are underrepresented in IR. Further, academia is not immune from the functions of power and social and economic hierarchies in society, and those hierarchies are manifested in various forms of asymmetry observable in academia, especially toward diverse communities and academics working in precarity.

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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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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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Jonasson, Charlotte, Jakob Lauring, and David S. A. Guttormsen. "Inclusive management in international organizations." Personnel Review 47, no. 2 (2018): 458–73. http://dx.doi.org/10.1108/pr-12-2015-0323.

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Purpose A growing number of academics relocate abroad to work as expatriates in the university sector. While this employee group seems to have a highly constructive influence on the performance of university organizations, some problems in relation to effective inclusion of these individuals have been noted. In order to further advance the theoretical understanding regarding integration efforts in international university organizations, the purpose of this paper is to explore how two types of inclusive management, empowering management (identity-blind) vs English management communication (identity-conscious), affect local and expatriate academics. Design/methodology/approach Using responses generated from a survey of 792 local and 620 expatriate academics, this paper assesses the effects of inclusive management on job engagement and stress among the two groups. Findings The results show that one type of inclusive management, empowering management (identity-blind), has a favorable influence on job engagement and stress in both subsamples. The other type, English management communication (identity-conscious), increases stress for local academics but has no effect on the expatriates. These findings are useful for theory development in relation to employee inclusion in international organizations. Originality/value The authors have little knowledge about how inclusive management functions in international organizations. Testing the effect of identity-blind and identity-conscious inclusive management practices among two different groups of local and expatriate academics provides new insight to this area. In particular, the use of English management communication provides new knowledge on the integration of majority and minority groups in international organizations.

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Brennan, Ross, Nektarios Tzempelikos, and Jonathan Wilson. "Improving relevance in B2B research: analysis and recommendations." Journal of Business & Industrial Marketing 29, no. 7/8 (2014): 601–9. http://dx.doi.org/10.1108/jbim-09-2013-0201.

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Purpose – The purpose of the study is to identify and discuss critical aspects of the academic/practitioner gap and suggest how to make marketing research more relevant. Design/Methodology/Approach – The study uses data from an earlier study of eight qualitative interviews conducted with business-to-business (B2B) marketing practitioners and from an earlier quantitative study among 128 academics and 510 marketing research practitioners. The data are re-analyzed for this article. Findings – Results show that academics and practitioners agree that academic research should be of more practical value. However, their priorities differ. For academics, publishing in refereed journals is the first priority and influencing practice is of much lower priority, while practitioners are not interested in the methodological and theoretical advances of marketing research; their priority is to satisfy day-to-day practical needs. Hence, practitioners have no interest in academic journals. The academic reward system tends to reinforce this divide because academic career progression depends substantially on the production of refereed journal articles. Research limitations/implications – Much prior consideration has been given to how academic journals can be made more relevant to practitioners, which is a desirable goal. However, a more fruitful approach for B2B academics would be to embrace new technologies such as blogging and social media to reach practitioners through their preferred channels. If greater relevance is to be achieved, then consideration needs to be given to the views of doctoral students, and to doctoral training processes in B2B marketing. Practical implications – The study provides academics with guidance concerning how marketing research can have a greater effect on the practice of marketing. Social implications – Originality/value – The study contributes to the research base by identifying and discussing critical aspects of the academic/practitioner gap. The study also offers insights into how managerial relevance in marketing research can, practically, be improved.

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Ansor, Shokibul. "Study Meta Analysis of Strategies and Utilization of Electronic Journals ( e - journals ) For Graduate Student University of Malang in Efforts Produce Internationally Reputed Scientific Publications." Record and Library Journal 3, no. 1 (2018): 63. http://dx.doi.org/10.20473/rlj.v3-i1.2017.63-73.

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Scientific publications in journals of international repute acts as a medium for self-actualization academics in the development of science internationally . Higher education institutions that have the quality of education , science and technology are good tend to have a high number of international publications . To produce scientific publications of high quality , must be supported by research and a source of reference quality . In an effort to improve the scientific publication of national repute academic environment . Malang State University. providing electronic information resources in the form of an electronic journal that comes from a variety of electronic information resources , in the hope utilized by students in an effort to increase scientific publication of international repute . The effort is also supported by a set of rules that requires that academic graduate students have a scientific publication of international repute as a graduation requirement

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Frew, C. "An International Educational Literacy: Students, Academics and the State." Journal of University Teaching and Learning Practice 3, no. 1 (2006): 29–39. http://dx.doi.org/10.53761/1.3.1.4.

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Universities are no-longer isolated places where the intellectually or socially advantaged undertake research and contemplation. Universities are central to social and economic policy and can be used to meet the social and economic requirements of the new globalised environment. This paper explores the role of the internationalisation of universities in Australia, facing the challenge of globalisation, in light of declining government support of higher education institutions. A large part of internationalisation involves an increase in international student numbers, and this alongside changes in internal governance, is changing the role of academics within universities. This paper examines the new demands for an international educational literacy, examining the effect of these demands on academic professionals.

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Giannattasio, Arthur Roberto Capella, Débora Roma Drezza, and Maria Beatriz Wehby. "In/on applied legal research: Pragmatic limits to the impact of peripheral international legal scholarship via policy papers." Leiden Journal of International Law 34, no. 3 (2021): 571–83. http://dx.doi.org/10.1017/s0922156521000315.

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AbstractThis article examines the limits that academics from peripheral countries might encounter while trying to influence the decision-making process inside an international organization. Although there are different mechanisms whereby academia might influence non-academic debates, we highlight here the use of policy papers, in order to examine and discuss the non-textual barriers which might be faced by those academics. After an analysis of primary sources this article presents some pragmatic limits in the use of policy papers and discusses the consequences of this condition for the legitimation of international organizations. As such, relevant international organizations still seem to be unresponsive to some initiatives in particular: closed to the spontaneous participation of academia; and not willing to call for contributions from academic communities. This is particularly relevant for contributions from peripheral academia and other non-state actors, who lack the capability to disturb the traditional ideational power exercised by core (Western) countries and by state-centric ideology in current international law.

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Aiston, Sarah Jane, and Jisun Jung. "Women academics and research productivity: an international comparison." Gender and Education 27, no. 3 (2015): 205–20. http://dx.doi.org/10.1080/09540253.2015.1024617.

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Bhopal, Kalwant, and Thandeka K. Chapman. "International minority ethnic academics at predominantly white institutions." British Journal of Sociology of Education 40, no. 1 (2018): 98–113. http://dx.doi.org/10.1080/01425692.2018.1486698.

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Rickard, Stephanie J., and John Doyle. "International Relations in Ireland: A Survey of Academics." Irish Political Studies 27, no. 2 (2012): 359–75. http://dx.doi.org/10.1080/07907184.2011.636802.

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Utzeri, Mounia. "When international academics in management meet in Hungary." Corvinus Journal of Sociology and Social Policy 6, no. 2 (2015): 133–35. http://dx.doi.org/10.14267/cjssp.2015.02.08.

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Dhanpat, Nelesh. "Emotional labor in academe. Challenges faced." Problems and Perspectives in Management 14, no. 3 (2016): 575–82. http://dx.doi.org/10.21511/ppm.14(3-2).2016.14.

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Interest in the study of emotions have always been present. Academic jobs are susceptible to multiple demands from various stakeholders. This paper presents the occasion to question whether academics are emotional laborers? The concept of emotional labor have been heavily investigated and researched in the customer service domain. Notably, emotional labor in higher education institutions is a relatively understudied research area. A theoretical framework of emotional labor is presented. It is essential to understand the demands that emotional labor places on academics and its impact on higher education institutions. Subsequently, the paper explores emotional labor among academic staff in higher education institutions, namely, the university system. The consequences and challenges of emotional labor are further evaluated. The paper is a meta-analysis and qualitative in nature. The study uses secondary data and reviews various literature on emotional labor, teaching and higher education institutions, and presents a conceptual paper. It considers the evaluation of academics in higher education institutions as emotional laborers. Literature was further probed to investigate academics as emotional laborers. Subsequently, the consequences and challenges were discussed. The paper further suggests that higher education intuitions need to be cognisant of the demands that emotional labor places on academic staff and the impact on their well-being. It is essential that the quality of work life of academics within higher education are addressed, as such studies are long overdue and under researched. Keywords: emotional labor, emotions, academics, university, teaching, higher education institution. JEL Classification: I23

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Flynn, Matthew, Merilyn G Carter, Jennifer Alford, Hilary Hughes, Jillian Fox, and Jennifer Duke. "Crossing International Boundaries through Doctoral Partnerships: Learnings from a Chinese-Australian Forum." International Journal of Doctoral Studies 10 (2015): 419–38. http://dx.doi.org/10.28945/2312.

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International forums for doctoral students offer a fertile context for developing strategic partnerships between higher education institutions, as well as for building the intercultural capacity of early career academics. However, there is limited research investigating the benefits of international doctoral forum partnerships. This paper presents learnings from a recent international doctoral forum held in Beijing, China and attended by doctoral students and academics from Beijing Normal University (China) and Queensland University of Technology (Australia). Drawing on qualitative case study method and a model of boundary crossing mechanisms, we identify the beneficial outcomes of the forum. We describe how the forum arose from a strong ongoing partnership between the Education Faculties of Beijing Normal University and Queensland University of Technology. We then identify how, at the institutional and individual level, international doctoral forum participants can be challenged and benefit in four areas: collaboration, intercultural capacity, academic enhancement and program development. Implications for engaging successfully in international doctoral forum partnerships are also discussed.

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Diduck, Alison, and Frances Raday. "Introduction: family – an international affair." International Journal of Law in Context 8, no. 2 (2012): 187–95. http://dx.doi.org/10.1017/s1744552312000031.

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This collection of articles arises from a conference held in Tel Aviv in 2009 at the Concord Research Centre for the Integration of International Law in Israel, School of Law, College of Management Academic Studies. Delegates to the conference came from a variety of professions and areas of expertise and included academics and legal and welfare practitioners. What was common among us, however, was our interest in the international dimensions of both understandings of the family and of the normative systems that define and regulate it. We all believed that understandings of family are situated in and across cultural and economic manifestations of reproduction, dependency and care relations in a global context and that they are regulated in international and regional as much as in domestic law.

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Lingden, Binod. "International Marketing Strategy as Determinants of Export Performance in Nepalese Handicraft Sector." Journal of Advanced Academic Research 1, no. 1 (2015): 85–87. http://dx.doi.org/10.3126/jaar.v1i1.13517.

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Increased globalization of trade has led to a growing number of firm's focus on high-growth export market. The spotlight on activity export has also attracted the attention of academics. This study aims at explaining the marketing strategy as determinants of export performance in Nepalese handicraft sector.Journal of Advanced Academic Research Vol.1(1) 2014: 85-87

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Boeva, Luc. "“Höchst unübersichtliches Gelände. Op zoek naar consensus in de theorievorming betreffende natie en nationalisme deel 2"." WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 66, no. 2 (2007): 103–16. http://dx.doi.org/10.21825/wt.v66i2.12539.

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In dit tweede deel van zijn bijdrage over de voornaamste theorieën en concepten inzake de internationale theorievorming omtrent het nationalisme, bespreekt Luc Boeva tevens enkele vernieuwende onderzoeksvragen, zoals het territoriale aspect. Hij wijst terzake bovendien op de nood aan comparatief onderzoek alsmede op het gebrek aan internationale toegankelijkheid van de waardevolle onderzoeksresultaten van Vlaamse academici. ________"Höchst unübersichtliches Gelände". Searching for a consensus in the development of theories concerning nation and nationalism [part 2]In this second part of his contribution concerning the principle theories and concepts on the international theory formation about nationalism, Luc Boeva also discusses a number of innovating research questions, such as the territorial aspect. Moreover, he emphasizes the need for comparative research, as well as the lack of international access to the valuable research results produced by Flemish academics.

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Strauss, Pat. "Shakespeare and the English Poets: The Influence of Native Speaking English Reviewers on the Acceptance of Journal Articles." Publications 7, no. 1 (2019): 20. http://dx.doi.org/10.3390/publications7010020.

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The vast majority of highly ranked academic journals use English as the means of communication. That means that academics who wish to have their research internationally recognised need to publish in English. For those who are not native speakers of English (non-anglophone), this requirement is challenging. Research indicates that these authors are at a distinct disadvantage, and that to a certain extent, this disadvantage may be exacerbated by the attitudes of reviewers. This study sought to investigate the attitudes of journal reviewers who are native speakers of English (anglophone). Eight academics who regularly review for international journals took part in semistructured interviews about their attitudes towards the kind of English they believe should be used in articles they would recommend for publication. It appears that there is a bias against language that differs from native speaker use, and that authors who employ nonstandard English might well be regarded negatively, regardless of the merits of their research. It is important, therefore, that the issue of what is regarded as appropriate English for international journals enjoys a great deal more careful consideration.

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Morrissey, Hana, Shukry Zawahir, Sujeewa Hettihewa, and Patrick Ball. "CLINICAL PHARMACY IN GALLE SRI LANKA, COLLABORATION AND FRIENDSHIP." Asian Journal of Pharmaceutical and Clinical Research 10, no. 14 (2017): 1. http://dx.doi.org/10.22159/ajpcr.2017v10s3.21354.

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Pharmacy undergraduate courses in Ruhuna, while is more practice focus than many of the other courses in Sri Lanka, it is still missing clinical pharmacy elements. Collaboration between academic staff from Ruhuna University and two international clinical pharmacy academics was established in 2014. The aim of this paper is to report on a clinical pharmacy training program, delivered by the international academics and supported by the Sri Lankan academics to pharmacy students in 2015-2016. After short conceptualisation lecture on each topic, there was a workshop which was structured as team case-based learning progressive case studies. Topics included mental health, pharmacokinetics, interpreting laboratory results, parenteral drug compatibility, special hospital compounding and medication review, of which all were assessed in the final examination. Student found team based learning to be engaging and enabled them to independently and critically think in a safe environment and preferable over the traditional lectures.

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Gopi, Suhasini, Ly Thi Tran, and Kirsten Hutchison. "Academic literacies of international students in New Zealand library environments." Transitions: Journal of Transient Migration 4, no. 2 (2020): 169–82. http://dx.doi.org/10.1386/tjtm_00020_1.

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This article is based on a study that explores international students’ understanding of academic literacies in New Zealand library environments. The article aims to provide insights into international higher degree students’ (IHDSs’) understandings of their academic literacy practices in library environments. To address this issue, the study utilizes an interpretative framework drawing from Vygotsky’s sociocultural theory. Despite a significant body of literature on international students, little is known about the interaction of this cohort with the academic library, and limited information is available on IHDSs’ academic literacies in New Zealand library environments. Our article responds to this critical gap in the existing literature on international students. The findings of the study underscore the importance for librarians, learning advisors and academics to consider international students’ characteristics, language proficiency, learning styles and interests in designing teaching techniques and effective support for this cohort.

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O'Neill, Onora. "Global Poverty and the Limits of Academic Expertise." Ethics & International Affairs 26, no. 2 (2012): 183–89. http://dx.doi.org/10.1017/s0892679412000287.

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Academics are not a natural kind. They have varied expertise and aims, and most have no expertise that is particularly relevant to problems of poverty and development. This presumably is why the essay in this issue by Thomas Pogge and Louis Cabrera—a virtual “manifesto” of the newly formed Academics Stand Against Poverty (ASAP)—shifts to and fro between addressing “academics” and addressing “poverty-focused academics.” Even those academics whose work touches on poverty and development—a quite small minority—are mostly expert in some but not in other aspects of these topics. Some are expert in international law, but not in economics; others know about international trade, but not about aid; some study corruption, but know nothing about nutrition—and so on. A few know a lot about normative argument, but their credentials are sketchy when it comes to empirical evidence. Many more are interested in empirical evidence, usually of a specific sort, but are uncritical of or confused about normative argument. (I suspect that many suffer from a lingering positivist hangover, which suggests that there is no intellectually respectable way to support normative claims, and indeed that this fear may lie behind the appeals to the importance of academic neutrality that Pogge and Cabrera discuss.)

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Brown, Katie, and Anna Mountford-Zimdars. "Exploring academic hiring and life in humanities and social sciences at an English research university through a PhD students-as-partners project." Studies in Graduate and Postdoctoral Education 8, no. 1 (2017): 15–29. http://dx.doi.org/10.1108/sgpe-02-2016-0001.

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Purpose The purpose of this study is twofold: to make explicit academics’ tacit knowledge of academic employment and to develop the educational research and employability skills of 12 postgraduate researchers. Design/methodology/approach Twelve postgraduate researchers from ten different disciplines conducted 24 semi-structured interviews (12 with early career academics, 12 with senior academics). Respondents shared the skills, experiences and attributes sought when hiring and their lived experience of being academics. Findings The importance given to both explicitly stated (publications, teaching experience) and implicit (values, behaviour) factors varies greatly among individual academics. There is a mismatch between stated job requirements and the realities of academic life. A students-as-partners project fosters critical engagement with these questions and offers other benefits to participants. Research limitations/implications Most respondents work at one research-intensive English institution, potentially limiting generalisability to teaching-led and international institutions. Practical/implications Researcher development programmes should make explicit the range of factors considered in hiring while also encouraging critical engagement with the realities of academic work. Through students-as-partners projects, postgraduate research students can uncover first-hand what academic life is like and what hiring committees are looking for. Originality/value Through involving students-as-partners, the research question changed to reflect the actual concerns of those contemplating an academic career. Students gained invaluable awareness of academic hiring and insights into academic life, as well as transferable skills.

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Paul, P. K., and P. S. Aithal. "Computing Academics into New Age Programs and Fields: Big Data Analytics & Data Sciences in Indian Academics—An Academic Investigation of Private Universities." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 10, no. 3 (2018): 107. http://dx.doi.org/10.21013/jmss.v10.n3.p3.

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<p>India is moving towards a developed country and thus knowledge cultivation is very much required and in this context introducing new age programs and degrees are essential. This is required for the creation of next generation skills and knowledge as per industrial and organizational demands including Government etc. Data Science is about managing the large amount and complex data, moreover, it is also known as Big Data Technologies. Due to the wider requirement in different universities and organizations, many international universities have started academic programs on Data Sciences and Big Data. However, a large number of institutes are located in India but only a few offer programs on Data Science and Allied Technologies. Importantly most these are listed in Engineering Colleges and few Private Universities. Universities in this regard adopted both full-fledged degrees and specialization methods to offer the Data Sciences and Allied Technologies. This paper is theoretical and contextual in nature, but also purely interdisciplinary in nature combines with education, information technology, and managerial science to learn about the status and future of qualified and skilled manpower. However, the paper is specially focused on private universities only with a brief overview of the technologies in international universities. </p>

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Rostan, Michele, and Flavio Antonio Ceravolo. "The Internationalisation of the Academy: Convergence and Divergence across Disciplines." European Review 23, S1 (2015): S38—S54. http://dx.doi.org/10.1017/s1062798714000763.

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The internationalisation of the academy varies according to individual, institutional and structural characteristics. Among factors influencing it, discipline plays a major role. Relying on data collected by two international comparative studies – the Changing Academic Profession Study and the Academic Profession in Europe Study – this article focuses on two aspects of the internationalisation of the academy – namely, international research collaboration and international mobility – asking whether these two aspects are associated with academic disciplines and how. Results from multivariate data analyses – comparing Europe and the Rest of the World or other meaningful macro-regions – show that in some areas, such as international research collaboration and educational circulation, the international behaviours of academics belonging to different disciplines diverge, while in some others, such as research productivity related to international research collaboration and short-term professional circulation, they converge.

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Sugahara, Satoshi, and Kim Watty. "Global convergence of accounting education." Asian Review of Accounting 24, no. 3 (2016): 254–73. http://dx.doi.org/10.1108/ara-01-2014-0009.

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Purpose The purpose of this paper is to investigate the overall perceptions of accounting academics from Japan and Australia about global convergence of accounting education; and their beliefs about the contextual factors affecting the goal of global convergence. Design/methodology/approach The sample of this research was collected via a questionnaire-based survey of accounting academics who were teaching at the undergraduate and postgraduate level in tertiary institutes in Japan and Australia. This study adapted the questionnaire originally used by Sugahara (2013) to extend the survey of accounting academics in Japan, to accounting academics in Australia. The questionnaire administered in this research asked their overall perceptions regarding the convergence of accounting education and associated contextual factors. Findings Findings reveal some similarities and differences across contextual factors that influence academic perceptions about global convergence. Further the authors identify a link between academic position and respondent views of global convergence. Originality/value The findings of this cross-country study provide insights for the International Accounting Education Standards Boards (IAESB) about the views of a key stakeholder group, accounting academics. Further the authors recommend the development of a communications strategy that targets accounting academics, and better explains the work of the IAESB and the intended value of global convergence using IES.

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Han, Yawen, Wenxuan Li, Min Bao, and Xinyu Cao. "An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities." Sustainability 12, no. 16 (2020): 6419. http://dx.doi.org/10.3390/su12166419.

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In recent years, as a response to the internationalization of higher education worldwide, China has begun to enroll international students to study at the tertiary level on an increasingly large scale. While the majority of the programs and courses are open to international students via Chinese as Chinese-medium instruction (CMI), there are also an increasing number of programs and courses delivered through English-medium instruction (EMI). In order to understand higher education multilingual contexts, this qualitative study examines how local students and faculty members make sense of their engagement with international students in three Chinese universities. In the study, we conducted in-depth interviews with 11 academics who worked with international students as project supervisors and 25 Chinese university students regarding their experiences of working with international students. The findings that emerged from the thematic analysis revealed that international students’ learning engagement was profoundly mediated by language barriers, cultural assumptions and the academic conventions in host institutions. The study revealed that Chinese academics are concerned about international students’ learning attitudes, their academic progress and a lack of participation due to their language ability. Local Chinese students also reported a lack of satisfaction in working with international students. Some of the local students felt that some international students may have been enabled to enroll in the academic programs as a result of national and university policies, which has led to a ‘dumbing down’ of the curriculum offered in English. The findings indicate that more needs to be done to promote mutual exchanges and better understanding among international students, Chinese faculty members and local students.

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Dan Xiang. "Analyzing International Mobility of Academics by Using Bayesian Network." Journal of Convergence Information Technology 8, no. 12 (2013): 158–66. http://dx.doi.org/10.4156/jcit.vol8.issue12.19.

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Siekierski, Paulette, Manolita Correia Lima, and Felipe Mendes Borini. "International Mobility of Academics: Brain Drain and Brain Gain." European Management Review 15, no. 3 (2018): 329–39. http://dx.doi.org/10.1111/emre.12170.

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Bauder, Harald. "The International Mobility of Academics: A Labour Market Perspective." International Migration 53, no. 1 (2012): 83–96. http://dx.doi.org/10.1111/j.1468-2435.2012.00783.x.

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Jabbar, Abdul, Wilma Teviotdale, Mohammed Mirza, and Walter Mswaka. "Academics’ perspectives of international students in UK higher education." Journal of Further and Higher Education 44, no. 3 (2019): 350–64. http://dx.doi.org/10.1080/0309877x.2018.1541974.

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Keevy, Monique. "Using case studies to transfer soft skills (also known as pervasive skills)." Meditari Accountancy Research 24, no. 3 (2016): 458–74. http://dx.doi.org/10.1108/medar-04-2015-0021.

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Purpose The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this method can be used to transfer soft skills (also known as pervasive skills) to students. Design/methodology/approach An electronically administered questionnaire was sent to South African accounting academics. Findings Prior research provides evidence of the value of case studies in the transfer of soft/pervasive skills to students. The findings reveal that case studies are used less frequently by South African accounting academics than their international counterparts, because of a lack of awareness by South African accounting academics of the competencies that can be transferred using case studies, and the application of alternative teaching methods. Originality/value This paper provides insight into the use of case studies by academics in a developing country whose traditional strengths were in technical teaching, and the reluctance of the majority of South African accounting academics to embrace case studies into their academic programmes.

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Journal articles on the topic 'International academics'

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