DOI
10.32674/jcihe.v14i3
Keywords
international faculty, international scholars, internationalization, J-1 exchange programs
Abstract
The experiences of international scholars in the United States who are part of short-term or exchange programs remain vastly under-investigated compared to their full-time, tenure-track, and tenured peers. Guided by Blau’s (1964) social exchange theory, this study investigated professional and social experiences of exchange scholars at a large public research university in the southeast United States. A mixed-method exploration was conducted through surveys and interviews with international scholars who participated in an exchange program in the spring of 2020. The results revealed that exchange scholars were most satisfied with work conditions and their research experience, but least satisfied with professional development opportunities and cultural exchange. Further, participants’ research experience was significantly correlated with their cultural exchange, while their professional development was significantly correlated with work conditions and support. Additional implications were drawn from the results revealing the unmet needs of program participants regarding the different areas of their exchange experiences.
Recommended Citation
Krsmanovic, Masha
(2022)
"When Experts Become Novices: A Mixed-Methods Exploration of International Scholars’ Experiences at a US University,"
Journal of Comparative & International Higher Education: Vol. 14:
No.
3, Article 24.
DOI: 10.32674/jcihe.v14i3
Available at:
https://digitalcommons.lib.uconn.edu/jcihe/vol14/iss3/24
