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International Faculty Development in U.S. Higher Education

International Faculty Development in U.S. Higher Education

Tony Lee, Doo Hun Lim
Copyright: © 2017 |Pages: 16
ISBN13: 9781522508977|ISBN10: 152250897X|EISBN13: 9781522508984
DOI: 10.4018/978-1-5225-0897-7.ch016
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MLA

Lee, Tony, and Doo Hun Lim. "International Faculty Development in U.S. Higher Education." Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, edited by Jared Keengwe, IGI Global, 2017, pp. 304-319. https://doi.org/10.4018/978-1-5225-0897-7.ch016

APA

Lee, T. & Lim, D. H. (2017). International Faculty Development in U.S. Higher Education. In J. Keengwe (Ed.), Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education (pp. 304-319). IGI Global. https://doi.org/10.4018/978-1-5225-0897-7.ch016

Chicago

Lee, Tony, and Doo Hun Lim. "International Faculty Development in U.S. Higher Education." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, edited by Jared Keengwe, 304-319. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0897-7.ch016

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Abstract

The growth of international graduates in U.S. higher education institutions has prompted an increase of international faculty in U.S. higher education institutions especially in the field of science and engineering. International faculty play important roles and impacts many aspects of teaching, research, and globalization in U.S. institutions. Despite their success in teaching, research, and contribution toward globalization, many international faculty are dissatisfied with their job compared to the U.S.-born faculty. This chapter provides a review of the common issues that international faculty face in U.S. higher education institutions. In addition, the authors provide recommendations of the types of support systems that institutional administrators can implement to support their international faculty members.

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