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Faculty Members Abroad
An Annotated Bibliography
Compiled and edited by
David J. CompI
NTERNATIONAL
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international.ed.consulting@gmail.comhttp://international.ed.consulting.googlepages.com/internationalhighereducationconsultingAbrams, I., & Duewell, K. (1982, March). Lessons of the first German-American exchange professorships.Paper presented at the joint meeting of the International Studies Association and International Society for Educational,Cultural, and Scientific Interchanges, Cincinnati, OH.
A paper on the German-American Project on Exchange Research. The purpose was to consider urgent issues of German-American cultural relations and to develop new research concepts and initiatives in order to improvethese exchanges. The present study of the early exchange professorships represents a cooperative effort of theGerman and American historians who took part in these conferences to contribute to this undertaking from theapproach of their own academic discipline. [JCK – Henry Weaver bibliography].
Ailes, C.P., & Russell, S.H. (2002, May). Outcome assessment of the U.S. Fulbright scholar program. SRIInternational. [On-Line]. Available:www.sri.com/policy/csted/reports/international. Project prepared for the Office of Policy and Evaluation, Office of Policy and Evaluation, Bureau of Educational and Cultural Affairs, U.S. Department of State. Contracct No.: IA0209-C9234951, SRI Project No.: P10372.
In 2001, SRI surveyed a stratified random sample of 1,004 U.S. Fulbright Scholar alumni whose grants beganbetween 1976 and 1999. The SRI assessment found strong quantitative and qualitative evidence that the programis achieving it legislative mandate of promoting mutual understanding and cooperative between the United Statesand other nations and that it has diverse and often powerful impacts not only on the Scholars themselves, but ontheir colleagues, students, friends, and families [SRI].
Allaway, W. H., & Koff, S.P. (1965). The overseas director. Occasional Papers on International EducationalExchange, 2. New York: CIEE.Allaway, W. H., & Shorrock, H.C. (Eds.). (1985). Dimensions of international higher education
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Boulder, CO:Westview Press.
The dynamics of academic exchange are explored by a multidisciplinary group of scholars in this book.Contributors from ten countries examine such issues as undergraduate versus graduate study abroad and thepurpose and effect of sending students to foreign countries. Drawing on their experiences as administrators andfaculty in exchange programs, the authors discuss faculty exchange, collaborative research, and linkages acrossnational boundaries. The relative advantages of academic exchange in different fields are examined, and cross-cultural perspectives from Asia, Europe, the Middle East, and Africa are compared. The consensus of thecontributors is that universities are a vital means of breaking down the barriers of nationalism by promoting aconstant and free exchange of scholarship.[JCK – Henry Weaver bibliography].
American Council on Education (ACE). (2002, January). Internationalization strategies: Faculty engagementwith internationalization: Strategies from members of the ACE internationalization collaborative. Washington, D.C.:American Council on Education (ACE). [On-Line]. Available:http://www.acenet.edu/programs/international/collaborative/engagement.cfm.Armstrong, W.B., Turingan, M.R., & Bersentes, G.H. (1997). Educators exchange program, 1996. Evaluationreport. Unpubished manuscript, San Diego Community College District, San Diego, CA. (ED 413 971)
Following an initial effort in 1994, the Educators Exchange Program 1996 (EEP-96) was the second projectcompleted under a training and educational exchange agreement reached between California's San DiegoCommunity College District (SDCCD) and the republic of Mexico. In EEP-96, the district provided a five-week
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technological training program to faculty at Centros de Capacitacion Tecnologica Industrial (CECATI), orvocational training centers, in Guanajuato, Mexico. As in similar exchange programs, the goals of EEP-96 includedeconomic development, expanded training opportunities, and greater cultural understanding. EEP-96 was unique,however, in that regional training needs in Guanajuato were carefully assessed, SDCCD instructors taught inCECATI training sites and local industries to better understand local conditions, and a classroom approach wasused to train more instructors. Of the 119 CECATI instructors participating in the seven EEP-96 courses, 60.5%were male and 15.7% had completed university degrees. Overall, 90% of the participants rated their course asexcellent or good, while pre- and post-tests administered in four courses showed significant improvements. A brief description of a week-long exchange program held at SDCCD in spring 1997 is included, indicating that six courseswere offered to 25 CECATI instructors and that evaluations were very positive. Appendixes provide the EEP-96participant and instructor evaluation instruments, instructor responses, and a program budget for 1996-97.[Authors].
Bell, J. & Purcell, A. (1986). Sixteen years of teaching abroad: reflections and insights. English Journal, 75, 32-34.Betts, S. C. & Norquest, J. (1997). Professional development through travel to Zimbabwe: One year follow up.Journal of Family and Consumer Sciences, 89 (1) 50-53.Brewer, E., & Boatman, K. (1991, Fall). The Boston University professional international linkage program inNiger: An exchange model for education students and faculty. The Phi Beta Delta International Review, 2.Burn, B.B. (1980, November). International faculty exchanges. Paper presented at the U.S-German Conferenceon Research on Exchanges, Bonn, West Germany.
The international exchange of faculty as discussed in this paper refers to higher education teachers andresearchers spending time for professional purposes, typically a semester or academic year, in another country.Such exchanges in principle benefit the individuals involved, their home institutions, the institutions they areaffiliated with while abroad, and the wider goals of international understanding. More subtle contributions of international faculty exchanges include the "internalization" of faculty who participate in them. Internationalfaculty exchanges between higher education institutions in the developed and developing worlds may offer moreseemingly concrete benefits than those confined to the developed world. They can help meet urgent staffing needsin countries where the higher education demand outstrips the national capacity to meet it in terms of trainedfaculty. In view of the important contribution which international faculty exchanges have made to advancingresearch, encouraging new modes of teaching, diversifying faculty at higher education institutions, strengtheningthe international network of scholars, internationalizing the content of and perspectives towards teaching in mostdisciplines, and in general maintaining faculty vitality, it is surprising that so little systematic research has beenattempted in order to document these contributions. [JCK – Henry Weaver bibliography].
Burn, B.B. (1980). Study abroad and international exchanges. American Academy of Political and SocialScience, 449, 129-140.
International educational exchange was a field of major concern to the President's Commission of ForeignLanguage and International Studies because of its contribution to research and scholarship on other countries, toforeign language learning, and to the international education of our citizens. Despite their importance, exchangesinvolving high school students and teachers remain distressingly limited and should be expanded. Although majorfederal funding of study abroad by American undergraduates is not likely, this understanding of other cultures.The more than one-quarter million foreign students in American colleges and universities should be tapped muchmore as a resource for intercultural learning. Teaching and especially research abroad for faculty is essential toU.S. competence in international studies; federal funding for it through the Fulbright and other programs hasseriously eroded and should be significantly increased. Scholarly exchanges should in the future be morecollaborative, based on reciprocity and on the principle of equality between U.S. and foreign higher educationinstitutions. [AUT – Henry Weaver bibliography].
Choquette, C.A. (1940). A substitute for a sabbatical leave. The Modern Language Journal, 24, 353-355.
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Council on International Educational Exchange. (2001, February). The impact of faculty seminars. IFDSNewsletter. New York: Council on International Educational Exchange.Feinberg, L. et al. (1993). The International Faculty Exchange Experience. International Education Forum, 13(1), 1-7.Frierson, C.L. (1995, January/February). Perceptions of African American educators toward historically black colleges and universities. ACADEME: Bulletin of the Association of University Professors. [On-Line]. Available:http://www.secussa.nafsa.org/underrepresentation/oldnews/bl_art.htm.Goodwin, C.D., & Nacht, M. (1991). Missing the boat: The failure to internationalize American highereducation. Cambridge, Cambridge University Press.Halsey, J. (1990). Teaching Sociology in an overseas program: The uses of marginality. Teaching Sociology,18 (4), 203-208.Harari, M. (1980, November). University and institutional exchanges
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Paper presented at the U.S.-GermanConference on Research on Exchanges, Bonn, West Germany.
This paper focuses on the movement of academic personnel and administrators as part of a structured institutionalprogram, stressing that we should include in our information, analysis, and policy activities, the developingcountries as well as the developed ones and that our concept of university and institutional exchanges should not beconsidered as discreet and isolated activities but as activities which should relate to overall societal change andobjectives.[JCK – Henry Weaver bibliography].
Horning, J.J. (1995, September/October). The toughest job you’ll ever have: Faculty find rewards-andresponsibilities-in study abroad program. ACADEME: Bulletin of the Association of University Professors, 81 (5), 22-26.Hovde,P., & Krejci, M et al. (1999, Spring). How international experience affects teaching: Understanding theimpact of faculty study abroad. Journal of Studies on International Education, 3 (1): 33-56.
This paper explicates the causal linkages between short-term study abroad experiences of college faculty and theglobal content of their classroom teaching. Information for the study comes from self-reports and extensiveinterviews with faculty who traveled to locations in Central America, South America, Southern Africa, and India.Earlier research by the authors shows that these study abroad experiences have a positive impact on "globalizing"the participants’ teaching. However, the process leading to this effect needs clarification. After describing thecontext for the present research and the methods used for the qualitative analysis, connections evident in theexperiences of the travel seminar participants are used to construct a causal process theory. This theory explicatesthe linkage between travel and teaching by stating that experience abroad enhances social and self awareness of participants which in turn leads to changes in their teaching (i.e., increased global content). Key examples found inthe statements of the participants are used to elucidate this theory. The paper concludes with a discussion of theresults and their implications for people who design and participate in faculty study abroad programs. [KP].
Kain, E. L., & D'Andrea, V. (1992). Teaching sociology in an international setting: Using London as alaboratory, Teaching Sociology, 20 (1), 1-11.
This paper describes a program model which allows faculty to use the large resources of an overseas city to expandtheir sociology curriculum. Important strategies for success are discussed, including the importance of advancedplanning, anticipating the socialization issues of students, and support for faculty to do advance research or workin the host culture. The author also examines some of the advantages and disadvantages of teaching sociology in aninternational setting. Five examples of courses that have been operated in London or Great Britain are described,including Introductory Sociology, International Demography, Urban Sociology, Race and Ethnicity, and aninternship program. The author notes advantages from the faculty perspective, including bringing history andculture to life, having increased interaction with students in a variety of situations, and increased facultydevelopment. Disadvantages are the lack of social and administrative support for the faculty member andincreased responsibilities. [MC – Maureen Chao bibliography].
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