Faculty Placement Strategies for International Higher Education Institutes: A Cultural Values Perspective

Autor/inn/en	Swanson, Mary K.; Swanson, Brian A.
Titel	Faculty Placement Strategies for International Higher Education Institutes: A Cultural Values Perspective
Quelle	In: Journal of International Education in Business, 12 (2019) 2, S.212-227 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-10-2018-0044
Schlagwörter	College Faculty; Learning Experience; Foreign Students; Foreign Nationals; Cultural Awareness; International Education; Student Attitudes; Feedback (Response); Teacher Student Relationship; Undergraduate Students; Case Studies; Values; Placement; Expectation; Foreign Countries; Study Abroad; Asian Culture; China + Suchen Sie Ihr Suchwort? Fakultät; Lernerfahrung; Ausländer; Ausländerin; Cultural identity; Kulturelle Identität; Internationale Erziehung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Wertbegriff; Betriebspraktikum; Praktikum; Expectancy; Erwartung; Ausland; Studies abroad; Auslandsstudium
Abstract	Purpose: This paper aims to focus on enhancing the learning experience for both expatriate academics and students in international higher education institutions (HEIs) through understanding students' cultural perspectives, analyzing student feedback and evaluating faculty placement strategies. The analysis can be used to aid international educational programs in understanding student values and increasing the quality of instructor-student interaction. Design/methodology/approach: This research surveyed over 1,300 undergraduate students enrolled in a US and Chinese dual-degree program located in China. A voluntary survey with open and closed questions assessed the cultural values of students, and the cultural values and behavior they believe are important for their instructors to observe in the classroom. Findings: The results of this case study suggest that students' perceived importance of Western cultural values demonstrated only one significant change during their time of enrollment in a US degree program. However, the research indicates that the importance of Chinese cultural values decreased from the students' first year to their fourth year. Some notable propositions include the importance of culturally competent and experienced faculty in the students' early US courses and data-driven recommendations for placement, training and development of new foreign faculty to increase the likelihood of a satisfactory experience for both the faculty and students in the cross-border classroom. Originality/value: Ultimately, this research can aid international HEI's by enabling enhanced student and instructor experiences and superior HR practices in the less observed area of faculty placement. These improved practices can contribute to the quality and sustainability of such international programs. In addition, this research provides perspective on the impact of international education on student cultural values and presents student feedback to increase understanding of student expectations and desires in the international classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01