Sustaining Faculty Development through Visiting Scholar Programmes: A Transformative Learning Perspective

Xiantong Zhao,Xu Liu

doi:10.3390/su14010525

Abstract

International academic visits by university faculty members are common around the world. While most researchers approach such an international experience in terms of intercultural communication and acculturation, in this study we view the travel experience as a learning opportunity in light of Mezirow’s transformative learning theory (TLT). Drawing on Singleton’s ‘3H model’ (head-heart-hands), we find that the outcomes of transformative learning (TL) are related to cognitive, affective and behavioral domains, the prevalence of which were then explored among 314 visiting scholars. The results are further interpreted by drawing on key concepts from TLT to better understand the learning process. We conclude that the international experience is beneficial for scholars’ sustainable development, and call for more study abroad opportunities for Chinese university faculty.

Highlights

Short-term visits by university teachers to other countries is a widespread measure for facilitating a faculty’s sustainable professional development and has been implemented by many higher education institutions (HEIs) worldwide [1]
International visiting scholars may be defined as faculty members who engage provisionally in teaching or research in foreign countries, yet return to work in their home universities to which they are still affiliated [2]
Three main themes were identified as prerequisites to transformative learning (TL) for the Chinese visiting academics as a result of their overseas experiences: (a) changes in perspective and understanding; (b) changes in motivational and emotional aspects and, (c) changes in research and teaching or professional practice

Summary

Introduction

Short-term visits by university teachers to other countries is a widespread measure for facilitating a faculty’s sustainable professional development and has been implemented by many higher education institutions (HEIs) worldwide [1]. This international movement of highly-skilled personnel avoids ‘brain drain’ as the visitors remain affiliated to their original institutions. International visiting scholars may be defined as faculty members who engage provisionally in teaching or research in foreign countries, yet return to work in their home universities to which they are still affiliated [2]. In the higher education sector, such faculty visits for short-term research and teaching are organised as visiting scholar programmes throughout the world. Several national initiatives have been enacted to align Chinese faculty members’ research and teaching with international standards, which has led to Chinese universities’ institutional regulations that connect overseas experience to academic promotion [4]

Methods

Results

Discussion

Conclusion