Faculty Exchange Program Research Articles

Social representations of teachers on school-office mistreatment

Social representations (SRs) of selected teachers on short- and long-term school-office mistreatment and how they react, retort and develop coping mechanisms related to the issues on ‘social justice’ in educational leadership or management. Using Moscovici’s SR theory, a method in the representational field that involved key respondent-interviews, storytelling (<i>kwentuhan</i>), and “associative network” approach among teacher-respondents selected by a snowball sampling technique from undisclosed schools in the Philippines. In exploring SR on mistreatment and coping mechanisms of teachers, polarity and neutrality indices were computed as synthetic measurements of evaluation and attitude implicit in the representational field of school-office mistreatment or abuses. In case studies, the small number of participants allow for particularization or illustration of the uniqueness of the individual cases as viewed by them when shared in groups of academics. Insights on teachers’ subject loading, teachers’ assignments in research and extension, office designations and other provisions on sabbatical leave, research fellowships and faculty exchange programs also presented as reactions or coping mechanisms after the episodes of mistreatment.

Graduates’ Experiences in the Professional Graduate Teacher Education Programs of Bicol University, Philippines

The study aimed to determine the experiences in the graduate program that contribute to the graduates’ competency development; assess the degree of effectiveness, adequacy and relevance as a curricular program and recommend measures to enhance the curricular programs and its implementation. The study utilized descriptive research through conduct of survey questionnaire. The respondents are composed of 50 randomly selected graduates from 2010-2015 in the degree programs under Management and Professional Teacher Education Department of Bicol University College of Education. Results revealed that research, lecture and discussion, write ups, writing activity, recitation, community survey, community service, educational tours, essay writing, ICT utilization, preparation of charts and models, instructional materials development, debate, organizational exhibits, excursions, storytelling, internship, drama, sports, musical and arts activities are the noted experiences of the graduates that contributed to the graduates’ competency development. The curricular implementation is very effective, very relevant and very adequate in the masters and doctorate programs. Further, to enhance the curricular programs and its implementation the graduates recommended the following measures: strengthen linkage of academe to industry, strengthen experiential learning programs for the graduate school, develop innovative curricular programs for research based and course work graduate studies to catch up with globalization, enhance research programs of the university, develop student and faculty exchange programs for graduate studies, enhance accessibility of students to internet connections, enhance leadership programs of the university.

Comparative Study of Higher Education System Between India and Germany in the Present Era

The study paper provides a comparison between the higher education system of India and higher education system of Germany in respect of aims and objectives, structure, curriculum, opportunities and current issues or their common focus areas in the present era. The paper also gives a glimpse of history of higher education in ancient India-the era when India used to provide world class higher education and also history of higher education of Germany. The data are collected from primary and secondary sources. The methodology adopted for the study is documentary analysis. The results reveal that both India and Germany have same type of educational structure comprising of bachelor degree, master degree, doctoral and post-doctoral programs and emphasize on professional expertise but India focuses primarily on theoretical knowledge and democratic values inculcation, science and spiritual education and Germany focuses chiefly on practical implementation of theoretical knowledge, skill development, research and innovations, capacity building in higher education, forming intellectual property, entrepreneurial development, creating diversity of people and ideas, promoting global citizenship and societal sustainability. The USP of German higher education is that quality higher education is provided at a very low cost or no tuition fees charged at the world class German universities, offers diversified course, dual study programs and a lot of flexibility like switching major and education policies are formulated frequently considering the present need and demand. Recently both countries’ focus areas are digitalization of higher education, teacher improvement program for higher education, internationalization, foreign students and faculty exchange programs, increase in spending on education and decentralization of higher education. The paper concludes with India being a largest democracy and one of the developing nations, Indian higher education system can consider German higher education system as a benchmark and can imbibe the positive qualities for improvement and enrichment.

Instructional Quality and Faculty Behaviors in Virtual Exchange Programs: A Study of Higher Education Institutions from Philippines and Indonesia

This study evaluated the effectiveness of a virtual faculty and student exchange program between a higher education institution (HEI) in the Philippines and Indonesia. Data were collected from selected student participants from the higher education institutions from both countries using a descriptive research design. The study found that the program was successful in terms of instructional quality and behaviors of instructors, with respondents viewing the quality of course materials, structure, and delivery as high. The instructors were also observed to exhibit positive and great behaviors, creating a favorable learning environment for their students. Moreover, there were no significant differences in the assessment based on demographic profiles and the evaluation of the quality of course materials, structure, and delivery, as well as the views on the behaviors of the instructors. These results can serve as a foundation for improving future similar international endeavors using ICT as a medium. The study suggested that ICT can be a promising tool for international exchange programs, providing high-quality education for students from different countries. These findings can aid in the design and implementation of future international endeavors in higher education institutions.

Bölgesel ve Küresel Ortaklık ve İşbirlikleri Çerçevesinde Yabancı Uyruklu Öğrenci ve Öğretim Görevlilerinin Değişim Programlarına Katılımının İncelenmesi

International partnerships and global collaborations in the framework of foreign students and foreign faculty members in this study which examined the status of their participation in student and faculty exchange programs, foreign students and professors in question, as well as exchange programmes of students and lecturers who went from our country and abroad in the conditions of participation have been analysed. In this sense, participation in exchange programs is not only an academic-oriented initiative, but also a cultural activity. Due to the lack of laboratories and equipment, scientists who cannot conduct research and work with their own means in their institutions and countries are given the opportunity to conduct research and work in the laboratories of other institutions and countries. Key Words: Partnerships and Collaborations, Foreign Students and Lecturers

Students' Perceptions and Expectations in the Virtual Faculty Exchange Program: The Case of Higher Learning Institutions in the Philippines and Indonesia

Students' Perceptions and Expectations in the Virtual Faculty Exchange Program: The Case of Higher Learning Institutions in the Philippines and Indonesia

Assessing equal rights in obtaining urban public primary school services with case studies of Hangzhou in China

Obtaining equal urban public services is essential to social fairness. This paper presents and assesses the equal distribution of urban public service facilities in China by examining 177 public primary schools in downtown Hangzhou. First, we collect data on the spatial distribution, population access to services, and student enrolments from the case schools. Second, we build spatial and social equity models to assess the rate of present facilities' equity. This paper assesses spatial equity with factors such as school ranking, enrolments per thousand residents, and home-to-school distance by using the index's scoring method. The Lorenz curve and Gini coefficient were used for social equity evaluation, in which household registration, housing, and the number of school-age children per family reflect the education demand features, and the enrolments present the supply-side features. The findings show that the spatial distribution of the public primary schools in Hangzhou varies significantly from the centre to the periphery. In other words, accessibility decreases from the centre to the periphery direction. In terms of social equity, most citizens have access to low-quality education resources, while only a few citizens can enjoy high-quality education. Equal access to public primary schools faced three problems. First, there was insufficient investment by the local government, particularly in compulsory education. Second, there are variations in education investment among different administrative units in a district and historical inertia. For the sake of a fair distribution of public primary school services, it is essential to increase investment in compulsory education, upscale the enrolment of primary and middle schools, and boost teachers' competencies. Furthermore, to improve social equity, faculty exchange programs between non-key schools and top key schools should be launched.

Distance forms of philological learning in PFUR and Al-Farabi KazNU: cooperation experience and its prospects

The article deals with the interaction of partner universities in the development and implementation of network language education and formation of students’ Russian-speaking communicative competence and its individual components in the global educational environment. The authors describe the experience of using the information and communication Russian-language environment in the field of philological education of PFUR (Russia, Moscow) and Al-Farabi Kazakh National University (Kazakhstan, Almaty), providing enrichment of professional and pedagogical competence of future teachers of Russian language and literature. As part of the joint collaboration, the pilot project developed a curriculum that included both specialized disciplines and courses within the philological specialties and a psychological and pedagogical block, which prepares graduates for professional activities as teachers and educators of Russian language and literature. The project also analyzes and implements other forms of interaction (faculty exchange programs, in-service training, internships for PhD students) that contribute to maintaining the competitiveness of language education and the teaching community. The long experience of international cooperation between Al-Farabi Kazakh National University and PFUR in teacher training shows that joint educational projects are a mutually beneficial form of interaction that contributes to improving the quality of philological education, intensive development of scientific, methodological and cultural relations between Kazakhstan and Russia.   Key words: academic mobility, double degree, joint educational program, inclusive learning, network learning and cooperation, partner university.

Implementation and Assessment of a Visiting Scholar Exchange Program in Pediatric Anesthesiology to Promote Junior Faculty and Fellow Professional Development.

Junior faculty in academic medicine often struggle with establishing their careers, resulting in low promotion and high attrition rates. Fellows also grapple with the decision to pursue careers in academic medicine. We report on the implementation and evaluation of a novel faculty and fellows exchange program that promotes career development. In 2017, the University of California San Francisco created a reciprocal faculty exchange program called the Visiting Scholars in Pediatric Anesthesia Program (ViSiPAP). ViSiPAP expanded to involve 17 institutions across the United States. Fellows from 3 of the institutions were paired with faculty mentors to create Fellow/Faculty ViSiPAP. An initial postparticipation survey was sent after each exchange, and a follow-up survey in 2020 assessed ViSiPAP's impact. Fifty-three faculty participated in ViSiPAP and gave 66 presentations, and 20 fellows from 3 institutions gave 20 presentations. The initial postparticipation survey response rate was 88%, and the follow-up survey response rate was 74%. Survey responses indicated that ViSiPAP enhanced fellow and faculty well-being, improved didactic conferences, and provided opportunities for networking and collaborating. The follow-up survey indicated that participation in ViSiPAP led to 45 online academic publications, 39 additional invited presentations, and 8 authorships in peer-reviewed academic journals. ViSiPAP is a successful professional development program for both fellows and junior faculty in pediatric anesthesia. Our program successfully introduced the participants into the pediatric anesthesia community and jumpstarted academic careers. Participation in ViSiPAP led to increased scholarly output and assisted with faculty promotion. This combined fellow/faculty exchange program is a novel approach to professional development and is broadly applicable to other disciplines in academic medicine.

A virtual faculty exchange program enhances dermatology resident education in the COVID-19 era: a survey study

One of the many consequences of the COVID-19 pandemic was the cancelation of the 2020 American Academy of Dermatology Annual Meeting. This conference historically features lectures from world-renowned experts in all areas of dermatology, thus providing an important educational experience for dermatology residents. We hypothesized that the cancellation of this meeting produced a substantial educational loss for dermatology residents. To mitigate this impact, we developed a virtual faculty exchange program and surveyed dermatology residents' perspectives on its implementation. All participating residents found the virtual faculty exchange useful and would recommend it to other residents/programs. Moreover, all residents wanted to participate in more faculty exchange sessions as well as incorporate them throughout the academic year. Additionally, this educational program eliminated the potential cost of >$15,000 in flights and >24 metric tons of carbon emissions. This virtual faculty exchange program is a viable tool to enhance dermatology resident education in the COVID-19 era.

Globalization of a Marketing Department via Faculty Development: Faculty Participating with EMBA Students in an International Exchange Week

The AACSB accreditation body sees an increasing importance for business schools to develop a global mindset. One way of globalizing a business school is to offer short-term international faculty exchange programs to help educators bring a fresh global perspective back to the classroom. A qualitative study was performed on faculty who participated in one such program. Results revealed an increase in international research collaborations among faculty, new knowledge of challenges & insights about the host country within the faculty’s area of expertise, and first-hand perspectives of business via company visits. Experiences, implications, and suggestions for future programs are discussed.

The Role of Foreign Languages in International Education

It is a fact that universities around the globe devote a considerable part of their budget to guaranteeing the quality of their international strategy. Most higher education institutions have set up international offices with the aims of increasing the number of exchange students, faculty exchange programs, calls for joint international research projects, access to communities abroad by the use of Information Technology, or the links for academic cooperation and cultural understanding.However, in some institutions this is no easy task. Universities face financial problems – student and faculty exchange is expensive, getting visas and migration issues is a hassle, moreover most universities in the world offer programs only in their native tongue and, sometimes in a foreign language, mainly English.This paper lays out recommendations on how to match the international mission with a language development strategy, as well as a proposal of a paradigm shift from the “traditional” view to a “global view” on international education from a Linguistic perspective.

Faculty-exchange programs promoting change: motivations, experiences, and influence of participants in the Carnegie Mellon University-Portugal Faculty Exchange Program

The international mobility of faculty is increasing worldwide. Although studies have considered the experiences of academics abroad, less is known about faculty-exchange programs with policy objectives. This study helps to fill this gap by analyzing a nationwide structured faculty exchange program established by Carnegie Mellon University and Portuguese universities to bring change to Portuguese higher education. The findings are based on interviews with Portuguese program participants, whose motivation to participate and experiences with the program, in addition to the influence of their experience abroad on their home institution, were explored. We find that, although the alignment of individual motivations with institutional interests is important to such programs, the complex transposition of individual experiences to the institutional level may be impeded by cultural resistance as well as resource and organizational constraints. Our exploration of the features that determine the success or failure of...

A Proposed Business/Education Hybrid Model for Enhanced Global Readiness: U.S. and Chinese Faculty Exchange

The purpose of this qualitative research paper is to address a current void in program models for cross border higher education exchanges between the U.S. and China. The authors propose a hybrid exchange model. The model integrates business project management concepts with educational curriculum design by investigating two research questions: a) What models currently exist?; and b) What process model can be developed which results in streamlined, transparent, and mutually effective academic exchange programs for the U.S. and China higher education? With internationalization in higher education on the rise, the growth and impact of these cross border programs have long become the focus of numerous studies. While scholars have been studying the growth of the U.S and Chinese higher education systems and the impact of the returning U.S. and Chinese students and scholars, other than the Fulbright Scholar programs (Fulbright Program, 2013), little has been researched on U.S. and China faculty exchange programs. Although numerous publications exist on academic exchange programs, any data on models built for transnational faculty exchange programs were not available. This study intends to fill the gap and open a conversation on such program models.

Teaming Up: Program Evaluation through Synergistic Collaboration

In this piece, we describe the synergism among a team of sociologists who work together as a team to evaluate an extensive U.S. government-funded university partnership initiative to improve the efficacy of higher education in Pakistan and the relations between Pakistan and the United States through faculty exchange programs. We discuss how team members got into the field of evaluation; how the team came together, and how we draw on each other’s strengths to complete projects. We also describe the program and discuss why it is particularly well suited to the team approach.

Ten Elements of the Internationalisation of Legal Education

The concept of 'internationalisation of legal education' can mean many different things to different people. For some, it means broadening the scope of the law curriculum; for others, it means expanding the number of international students. This article suggests that there are at least ten elements of internationalisation, including not only the curriculum and the student profile, but also student exchanges and other international programs for students, graduate career opportunities, faculty profile, research collaboration, faculty exchange and visitors programs, institutional networks, and international benchmarking. Teaching in English is also widely seen to be important. The article endorses a recent major report in Australia that encourages greater internationalisation. The article concludes with two major reasons why law schools should embrace internationalisation: first, to equip the lawyers of the future to work in an increasingly globalised environment, and, secondly, to make a contribution, however small, to international understanding, harmony and peace.

The Internationalization of Higher Education Institutions: A Critical Review and a Radical Proposal

We provide a critical review of the process called the “internationalization of higher education institutions” (HEI) with a closer look at the case of business schools. After offering an alternative definition of this phenomenon and examining the forces that drive international initiatives, we explain what we call the “internationalization paradox”: the observation that despite evidence that many of these initiatives fail to deliver what they promise, they nevertheless remain at the top of the agenda of heads of HEIs. We then develop a framework that identifies alternative models of internationalization. Based on this framework we sketch out a model of the truly global HEI whose mission is to learn from the world rather than teach the world what the institution knows. Our central thesis is that it is unlikely that HEIs will be able to transform themselves into truly global HEIs because of historical and organizational barriers rather than a shortage of resources or a lack of visionary leadership. We conclude that most HEIs should refrain from claiming that their aim is to become global institutions. They should instead focus on the successful implementation of an import-export model of internationalization that calls for initiatives such as the internationalization of the curriculum, the creation of student and faculty exchange programs, and the participation in international academic and research partnerships. Any attempt to transform themselves into truly global institutions is unlikely to succeed and may divert them from their fundamental mission to educate their home-based students and help them become effective global citizens.

Letters

Letters

Educating early childhood teachers for the global world

Teachers for the twenty‐first century for the global world need to be proficient in technology and skilled as reflective practitioners. They need to be able to reflect on diversity in myriad ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles and personality differences of children, teachers, parents, community members and administrators. The paradigni shift of the twenty‐first century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. The Early Childhood Program Faculty, at NEIU, with the help of a Teacher Quality Education grant, developed with six universities in Illinois called Illinois Professionals Learning Partnerships (IPLP), set out to adapt the NEIU/ECED program for the twenty‐first century in a global world by focusing on four goals: (1) increasing technology and writing skills across the curriculum, (2) developing reflective skills and understanding of diversity (special needs, multicultural/international cultures), (3) developing student experience working in collaborative partnerships and (4) increasing clinical experiences. The IPLP grant enabled the ECED program to: (1) spend intensive time on changing the curriculum in two retreats a year, (2) develop a faculty cohort including tenure track faculty, visiting lecturers and adjuncts, (3) develop a combined program of research and program development, (4) recruit and hire three new tenure track international faculty, (5) develop professional development schools and intensive field experiences, (6) combine resources for many grants, (7) develop short‐term international experiences and faculty exchange programs and (8) increase technology skills of students and faculty through action laboratories on using video technology, digital cameras, reflective email discussions and videography.

Faculty Exchange in Control Education, One Aspect of International Co-Operation

This paper is an outcome of a faculty exchange program between an American and a German university, in the summer semester of 2001. The goal is to present and promote, the faculty exchange program as one of the many components of international cooperation in engineering education. While no single recipe for a successful approach can be provided, an attempt has been made to create a list of crucial guidelines. The objective is to encourage and share author’s experience with fellow educators. It is hoped that international offices of universities will be able to use findings from this paper as a tool to help faculty members in the development of faculty exchange.