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

Authors

  • Masha Krsmanovic University of Southern Mississippi

DOI:

https://doi.org/10.32674/jcihe.v14i3%20(Part%201).4119

Keywords:

international faculty, international scholars, internationalization, J-1 exchange programs

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. Gauded 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. Mixed-method exploration was conducted through surveys and individual interviews with international scholars who participated in the exchange program in spring 2020. The results revealed that exchange scholars were most satisfied with work conditions and 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 and recommendations were drawn from the results revealing the unmet needs of program participants regarding the different areas of their exchange experiences.

Downloads

Download data is not yet available.

Author Biography

Masha Krsmanovic, University of Southern Mississippi

Masha Krsmanovic holds a Ph.D. in Higher Education and Policy Studies from the University of Central Florida. Her current role is Assistant Professor in the Higher Education program at the University of Southern Mississippi. Her preferred pronouns are she, her, and hers. Her research interests include international students' academic transition and success, social and cultural adjustment, first-year students, international student mobility and access, culturally responsive teaching, and curriculum design.

 

References

Blau, P. M. (1964). Exchange and power in social life. John Wiley.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.

Gareis E., & Williams, L. (2004). International faculty development for full-time and adjunct faculty: A program description. Journal of Faculty Development, 20(1), 45–53.

Institute of International Education [IIE]. (2020). International scholar trends. Open Doors Report on Educational Exchange. https://opendoorsdata.org

Kim, D., Wolf-Wendel, L., & Twombly, S. (2011). International faculty:

experiences of academic life and productivity in U.S. universities. The Journal of Higher Education, 82(6). https://www.jstor.org/stable/41337168

Lawrence, J. H., Celis, S., Kim, H. S., Lipson, S. K., & Tong, X. (2014). To stay or not to stay: Retention of Asian international faculty in STEM fields. Higher Education, 67, 511–531.

Mamiseishvili, K. & Lee, D. (2018). International faculty perceptions of departmental climate and workplace satisfaction. Innovative Higher Education, 43, 323–338.

Mamiseishvili, K. & Rosser, V. J. (2009). International and citizen faculty in the United States: An examination of their productivity at research universities. Research in Higher Education, 51, 88–107. https://doi.org/10.1007/s11162-009-9145-8

Munene, I. I. (2014) Outsiders within: Isolation of international faculty in an American university. Research in Post-Compulsory Education, 19(4), 450-467.

Murad, M. M., & Samples, J. W. (2015, June14-17). International faculty teaching engineering at US institutions: Challenges and opportunities. 122nd American Society for Engineering Education Conference and Exposition. Seattle, WA.

Phillips, S. L., Dennison, S. T., Davenport, M. A. (2016). High retention of minority and international faculty through a formal mentoring program. To Improve the Academy, 35(1). https://doi.org/10.1002/tia2.20034

Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Sage.

U.S. Department of State. (2021). J-1 visa basics. https://j1visa.state.gov/basics/

Webber, K. L. (2012). Research productivity of foreign- and US-born faculty: Differences by time on task. Higher Education, 64, 709–729.

Downloads

Published

2022-07-11

How to Cite

Krsmanovic, M. (2022). When Experts Become Novices: A Mixed-Methods Exploration of International Scholars’ Experiences at a US University. Journal of Comparative & International Higher Education, 14(3 (Part 1). https://doi.org/10.32674/jcihe.v14i3 (Part 1).4119

Issue

Section

Empirical Article