Exploring Flying Faculty Teaching Experiences: Motivations, Challenges and Opportunities

Autor/in	Smith, Karen
Titel	Exploring Flying Faculty Teaching Experiences: Motivations, Challenges and Opportunities
Quelle	In: Studies in Higher Education, 39 (2014) 1, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.646259
Schlagwörter	Teaching Experience; Motivation; Barriers; Foreign Workers; Teaching Models; Transformative Learning; Biographical Inventories; Personal Narratives; Teacher Characteristics; College Faculty; Collegiality; Global Approach; Income; Classification; Educational Opportunities; Fatigue (Biology); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Lehrmodell; Pädagogische Transformation; Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Erlebniserzählung; Fakultät; Kollegialität; Globales Denken; Einkommen; Classification system; Klassifikation; Klassifikationssystem; Bildungsangebot; Bildungschance; Fatigue; Ermüdung; Ausland; Großbritannien
Abstract	"Flying faculty" models of teaching represent an important aspect of the internationalisation agenda. As short-term sojourners, these overseas visits provide academics with disorientating dilemmas that can stimulate transformational learning. This study explored the impact of flying faculty teachers' experiences on their work, lives and identities and used the Biographical, Narrative, Interpretive Method (BNIM) for both data collection and analysis. The findings provide rich, colourful pen portraits of the motivations for, experiences of, and benefits from teaching overseas. Cross-case analysis highlighted the physical impact of overseas visits; the search for equivalence; relationships with local staff and students; and concerns about internationalisation as a means of income generation as important to the interviewees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10