When Experts Become Novices: A Mixed-Methods Exploration of International Scholars' Experiences at a US University

Autor/in	Krsmanovic, Masha
Titel	When Experts Become Novices: A Mixed-Methods Exploration of International Scholars' Experiences at a US University
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 3, S.161-174 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	College Faculty; Exchange Programs; Teacher Attitudes; Tenure; State Universities; Foreign Nationals; Work Environment; Research; Faculty Development; Correlation; Job Satisfaction; Professional Development; International Education; Cultural Awareness; Work Experience + Suchen Sie Ihr Suchwort? Fakultät; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Lehrerverhalten; Amtszeit; Beschäftigungsdauer; Staatliche Universität; Ausländer; Ausländerin; Arbeitsmilieu; Forschung; Korrelation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Internationale Erziehung; Cultural identity; Kulturelle Identität; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	The experiences of international scholars in the United States who are part of short-term or exchange programs remain vastly under-investigated compared to their full-time, tenure-track, and tenured peers. Guided by Blau's (1964) social exchange theory, this study investigated professional and social experiences of exchange scholars at a large public research university in the southeast United States. A mixed-method exploration was conducted through surveys and interviews with international scholars who participated in an exchange program in the spring of 2020. The results revealed that exchange scholars were most satisfied with work conditions and their research experience, but least satisfied with professional development opportunities and cultural exchange. Further, participants' research experience was significantly correlated with their cultural exchange, while their professional development was significantly correlated with work conditions and support. Additional implications were drawn from the results revealing the unmet needs of program participants regarding the different areas of their exchange experiences. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01