276
Views
3
CrossRef citations to date
0
Altmetric
Articles

International staff contributions to their host institution: a case study in South Africa

ORCID Icon
Pages 272-285 | Received 08 Nov 2017, Accepted 16 Nov 2018, Published online: 06 May 2019

References

  • Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
  • Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3–4), 290–305.
  • Barkhuizen, G. (2002). Beginning to lecture at university: A complex web of socialisation patterns. Higher Education Research & Development, 21(1), 93–109.
  • Bovill, C., Jordan, L., & Watters, N. (2015). Transnational approaches to teaching and learning in higher education: Challenges and possible guiding principles. Teaching in Higher Education, 20(1), 12–23.
  • Brooks, M. C., & Brooks, J. S. (2015). Exploring opportunities and challenges of cross-cultural and international teaching, research, and service for higher education faculty members. In N. Erbe & A. Normore (Eds.), Cross-cultural collaboration and leadership in modern organization (pp. 35–48). Hershey, PA: IGI Global.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
  • Croft, A, Dolan, M, & Powers, E. (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well. [Issue Brief]. Washington, DC: National Comprehensive Center for Teacher Quality.
  • Cross, M., Mhlanga, E., & Ojo, E. (2009). Emerging concept of internationalisation in South African higher education: Conversations on local and global exposure at the university of the witwatersrand (wits). Journal of Studies in International Education, 15(1), 75–92.
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council. website. Retrieved from http://learningforward.org/
  • Dongfeng, L. I. (2012). Culture shock and its implications for cross-cultural training and culture teaching. Cross-Cultural Communication, 8(4), 70–74.
  • Du Preez, P., Simmonds, S., & Verhoef, A. H. (2016). Rethinking and researching transformation in higher education: A meta-study of South African trends. Transformation in Higher Education, 1(1). doi:10.4102/the.v1i1.2
  • Dunn, L., & Wallace, M. (Eds.). (2008). Intercultural communities of practice. In L. Dunn & M. Wallace (Eds.), Teaching in transnational higher education: Enhancing learning for offshore international students (pp. 249–260). New York, NY: Routledge.
  • Egron-Polak, E., & Hudson, R. (2014). Internationalization of higher education: Growing expectations, fundamental values. (IAU 4th global survey). Paris: International Association of Universities.
  • Fellesson, M., & Mählck, P. (2017). Untapped research capacities? Mobility and collaboration at the intersection of international development aid and global science regimes. International Journal of African Higher Education, 4(1). doi:10.6017/ijahe.v4i1.9740
  • Frost, D. (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education, 38(2), 205–227.
  • Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and eurocentrism in South Africa. Transformation in Higher Education, 1(1), 8.
  • Ishengoma, J. (2016). Strengthening higher education space in Africa through North-South partnerships and links: Myths and realities from Tanzania public universities. Comparative and International Education/Éducation Comparée Et Internationale, 45(1), 3.
  • Kim, T., & Locke, W. (2010). Transnational academic mobility and the academic profession. In Higher education and Society: A research report (CHERI). London, UK. Retrieved from http://www.open.ac.uk/cheri/documents/HigherEducationandSociety.pdf
  • Kim, Y. Y. (2008). Intercultural personhood: Globalization and a way of being. International Journal of Intercultural Relations, 32(4), 359–368.
  • Kot, F. C. (2016). The perceived benefits of international partnerships in Africa: A case study of two public universities in Tanzania and the democratic republic of Congo. Higher Education Policy, 29(1), 41–62.
  • Kotecha, P., & VOSESA. (2011). Engaging universities in the regional integration project in Southern Africa (p. 35). Presented at the Southern African Conference on Volunteer Action for Development, Johannesburg, South Africa.
  • Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12–21.
  • Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education, 30(2), 1–12.
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (Vol. 28). San Francisco, CA: Jossey-Bass.
  • Maringe, F. (2017). Creating opportunities for a socially just pedagogy: The imperatives of transformation in post-colonial HE spaces. In R. Osman & D. J. Hornsby (Eds.), Transforming teaching and learning in higher education: Towards a socially just pedagogy in a global context (pp. 59–78). Cham: Springer International Publishing. doi:10.1007/978-3-319-46176-2_4
  • Maringe, F., & Sing, N. (2014). Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. Higher Education, 67(6), 761–782.
  • Meho, L. I. (2006). E-mail interviewing in qualitative research: A methodological discussion. Journal of the American Society for Information Science and Technology, 57(10), 1284–1295.
  • Mizzi, R. C. (2017). Bridging borders: Toward a pedagogy of preparedness for visiting faculty. Journal of Studies in International Education, 1–15. doi:10.1177/1028315316687011
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.
  • Montgomery, C., & Bourassa-Dansereau, C. (2017). Mobilités internationales et intervention interculturelle: Théories, expériences et pratiques. Québec: Presse de l’Université du Quebec.
  • Parr, G. (2012). Leading an international teaching practicum: Negotiating tensions in a site of border pedagogy. Asia-Pacific Journal of Teacher Education, 40(2), 97–109.
  • Peberdy, S., & Crush, J. (1998). Rooted in racism: The origins of the aliens control act. In J. Crush (Ed.), Beyond control: Immigration and human rights in a democratic South Africa (pp. 18–36). Cape Town and Kingston: Idasa and Southern African Migration Project.
  • Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data (2nd ed. ed.). Thousand Oaks, CA: Sage.
  • Sehoole, C., & de Wit, H. (2014). The regionalisation, internationalisation, and globalisation of African higher education. International Journal of African Higher Education, 1, 1. Retrieved from http://ejournals.bc.edu/ojs/index.php/ijahe/article/view/5648
  • Shagrir, L. (2017). Collaborating with colleagues for the sake of academic and professional development in higher education. International Journal for Academic Development, 22(4), 331–342.
  • Smith, K. (2014). Exploring flying faculty teaching experiences: Motivations, challenges and opportunities. Studies in Higher Education, 39(1), 117–134.
  • Spencer-Oatey, H. (2013). Maximizing the benefits of international education collaborations managing interaction processes. Journal of Studies in International Education, 17(3), 244–261.
  • Steinert, Y. (2010). Faculty development: From workshops to communities of practice (AMEE guide no. 33). Medical Teacher, 32(5), 425–428.
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.
  • Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22–43.
  • Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
  • Volet, S., & Jones, C. (2012). Cultural transitions in higher education: Individual adaptation, transformation and engagement. In S. Karabenick & T. Urdan (Eds.), Transitions across schools and cultures (Vol. 17, pp. 241–284). Bingley: Emerald Group Publishing Limited.
  • Vorster, J.-A., & Quinn, L. (2017). The “decolonial turn”: What does it mean for academic staff development? Education as Change, 21(1). doi:10.17159/1947-9417/2017/853
  • Waghid, Y., & Shanyanana, R. N. (2016). Reconceptualizing ubuntu as inclusion in African higher education: Towards equalization of voice. Knowledge Cultures, 4(4), 104–120.
  • Wenger, E. (2011). Communities of practice: A brief introduction. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/11736
  • Williams, J., & Berry, A. (2016). Boundary crossing and the professional learning of teacher educators in new international contexts. Studying Teacher Education, 12(2), 1–17.
  • Wilson-Strydom, M., & Fongwa, S. N. (2012). A profile of higher education in Southern Africa. (No. Volume 1: A regional perspective). Johannesburg, South Africa: Southern African Regional Universities Association.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.