International academic staff in UK higher education: campus internationalisation and innovation in academic practice

Authors: Minocha, S, Shiel, C. and Hristov, D

http://eprints.bournemouth.ac.uk/30220/

http://www.tandfonline.com/doi/full/10.1080/0309877X.2018.1429582

Journal: Journal of Further and Higher Education

Publisher: Taylor Francis

Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This paper focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the paper constitutes a preliminary study, set within a UK Higher Education (HE) case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK H.E. context but also for the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.

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Authors: Minocha, S., Shiel, C. and Hristov, D.

http://eprints.bournemouth.ac.uk/30220/

Journal: Journal of Further and Higher Education

Pages: 1-17

eISSN: 1469-9486

ISSN: 0309-877X

DOI: 10.1080/0309877X.2018.1429582

© 2018 UCU Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This article focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the article constitutes a preliminary study, set within a UK higher education case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK higher education context but also to the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.

The data on this page was last updated at 05:01 on July 17, 2019.