Transformational, inclusive, and multicultural or empty rhetoric? Perceptions and experiences of international academic staff

ABSTRACT

Using a bi-dimensional, fourfold model as a thinking tool to contemplate acculturation strategies we analyse the intercultural experience of international academic staff (IAS) in the United Kingdom higher education. The literature suggests that IAS feel undervalued as a professional group and that institutions do not capitalise on their diverse contributions. We position IAS within the strategic sphere of ethnocultural groups and the institution within the larger society. In a single case study, we analyse IAS acculturation strategies and their perceptions of how their institution accepts diversity. Findings show that IAS are willing to integrate, but do not aim to remove all traces of their own culture and values, adopting integration strategies. Their perceptions are that the larger society does not seek to segregate IAS; however, it does not provide the conditions for IAS to flourish in professional practice, especially at the early stage of transition.

KEYWORDS:

• Academic acculturation
• academic work
• identity
• academic staff
• internationalisation
• intercultural

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. This refers to a former UK polytechnic given university status through the UK Further and Higher Education Act 1992.

Additional information

Notes on contributors

Wayne Bailey

Wayne Bailey is the acting Associate Dean (International) in the School of Education and Professional Development at the University of Huddersfield. He began his teaching career in a large Further Education college, specialising largely in teacher education programmes. His research relates to all aspects of teaching and learning, however he is particularly interested in the internationalisation agenda and the impact this has on teaching within the Higher Education sector. He is also interested in widening participation issues.

Claudia M. Bordogna

Claudia M. Bordogna works at Nottingham Trent University Business School. Her research interests include the internationalisation of HE, such as academic staff mobility, curricula and TNE. She is also interested in researching, understanding and developing dynamic pedagogies to support the personal and professional development of HE students. Prior to embarking upon an academic career, Claudia spent 10 years working in live brand communication agencies. This highly creative industry enabled Claudia to develop communication strategies for top corporate clients, as well as project manage them from conception to completion.

Halina Harvey

Halina Harvey is a Senior Lecturer working in the Business School Learning Development Group at the University of Huddersfield. Her current research focusses on policy scholarship in the higher education sector. Since joining the University in 2006 she has worked specifically with international and EU students. She contributes widely to the Business School curriculum through teaching on a range of undergraduate and post graduate modules.

Glynn Jones

Glynn Jones has been a Senior Lecturer in the Department of Education and Community Studies, at the University of Huddersfield since 2009. He teaches mainly on the MA Courses. He began teaching in High Schools in Staffordshire but moved into teaching English as a Foreign Language. He spent two years working in Indonesia and over five years in Japan. His current research focusses on internationalisation and widening participation in HE.

Sean Walton

Sean Walton is a Senior Lecturer in Education at the University of Huddersfield. He is course leader for the Postgraduate Certificate in Higher Education. His research interests include critical pedagogy, critical race theory in HE, and radical approaches to educational practice. He is also interested in the philosophy of education, issues of inclusive educational policy and practice, and wider societal issues that relate to education.