Presentation on theme: "CRICOS Provider No 00025B Inviting stories of difference: An inquiry into the experiences of new international academic staff using narrative analysis."— Presentation transcript:
CRICOS Provider No 00025B Inviting stories of difference: An inquiry into the experiences of new international academic staff using narrative analysis Wendy Green & Paula Myatt firstname.lastname@example.org & email@example.com The University of Queensland (UQ) Australia firstname.lastname@example.org@uq.edu.au
Research Questions Understanding the new IAS experience What is the professional/personal experience of new IAS? What are the challenges, and how do they deal with them? How do they conceptualise T&L, and their role as teachers? Does any/ all of this change over time? Implications for (our) practice What currently available support (if any) is helpful? What additional measures would they find helpful?
Narrative Methodology Why narrative methodology in this study? because we wanted to capture and analyse a complex, non-linear and necessarily contextual processes. What is narrative research? not concerned with the facts, but the meaningful shape emerging from the selected (re)telling of inner & outer experiences a complex, non-linear and necessarily contextual processes.
Methodology Data collection –story collection (from participants); –story analysis (by researchers); –member checking –proposed solutions (from participants and researchers). First analysis – reading across to stories –results in taxonomies of types of stories, characters, or settings (Polkinghorne, 1995, p.12), but –honours the overall shape of narrative (Chase, 2005, p.663)
First analysis: Making sense of commonalities Preparing - A time of excitement & uncertainty Arriving - A time of disorientation & survival Re-establishing - A time of new equilibrium Reflecting - A time of self-acceptance Generating - A time of action and change Time Green and Myatt, 2011
A second analysis But – the niggling question Despite similarities between the stories, why did one narrator seem happier and more successful than the others?
Making sense of difference CRICOS Provider No 00025B Paradigmatic case* an unusually positive case – an exemplar for good practice Annie-Kate US citizen, mid thirties, cross-cultural marriage, mother of young children, lived/worked in several countries Critical case* one that typifies the experiences of most participants Susie US citizen, mid thirties, cross-cultural marriage, mother of young child, lived/worked in several countries *Flyvbjerg, B (2001).
Making sense of difference Preparing - A time of excitement & uncertainty Arriving - A time of disorientation & survival Re-establishing - A time of new equilibrium Reflecting - A time of self-acceptance Generating - A time of action and change Time Green and Myatt, 2011
Making sense of difference Preparing - A time of excitement & uncertainty Time Susie moved for career naïve expectations of Australia Annie-Kate moved for life-style naïve expectations of Australia
Time Susie immediate start at work expectancy violation at work & in the community no induction (benign neglect) traditional academic (Smith 2010) self-doubt Annie-Kate time to settle before looking for work expectancy violation in community some administrative induction accidental academic (Smith 2010) no sense of self-doubt Arriving - A time of disorientation & survival Making sense of difference
Time Re-establishing - A time of new equilibrium Susie family transitional issues continuing benign neglect increasing sense of failure Annie-Kate familys transitional difficulties effective supervisor/mentor in-school induction, including reduced workload & training sense of success
Making sense of difference Time Reflecting - A time of self-acceptance Susie lessening expectancy violation sense of foreignness/ otherness focus on adaption to the Australian HE culture sense of failure Annie-Kate critical acceptance of new country composite identity focus on what she brings to the Australian HE culture sense of success
Making sense of difference Time Generating - A time of action and change
Making sense of difference CRICOS Provider No 00025B Susie Expectations – traditional academic (Smith 2010) Immediate start Benign neglect in the School (Lee & Williams 1999) Annie-Kate Expectations – accidental academic (Smith 2010) Time to settle Systematic induction
Implications for practice Implications for Heads of Schools support PD, especially re teaching ensure temporary reduction in workload make new IAS feel welcome clarify expectations provide mentor in workload Implications for Academic Developers support reflective practice importance of narrative for identity work (Sears, 2010)
Reference List Bhabha, H. (1994). The location of culture. London: Routledge. Byram, M. & Feng, A. (Eds.) (2006). Living and studying abroad: research and practice, Clevedon, Buffolo & Toronto: Multilingual Matters Chase, C. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. Denzin & Y. Lincloln, (Eds.), The sage handbook of qualitative research, (3rd ed.), pp. 651-679. Thousand Oaks: Sage Publications. Clandinin, D.J. & Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative research, San Fransico:Jossey-Bass Collins, J. (2008). Coming to America: Challenges for faculty coming to United States universities. Journal of Geography in Higher Education, 32(2), 179-188. Flyvbjerg, B. (2001). Making social science matter: why social inquiry fails and how it can succeed again. Cambridge: Cambridge University Press. Foote, K.E., Li, W., Monk, J., & Theobold, R. (2008). Foreign-born scholars in US universities: Issues, concerns and strategies. Journal of Geography in Higher Education, 32 (2), 167-178. Green, W. & Myatt, P. (2011). Telling tales: a narrative research study of the experiences of new international academic staff at an Australian university. International Journal for Academic Development, 16(1), 33-44. Grimshaw & Sears (2008). Where am I from? Where do I belong: The negotiation and maintenance of identity by international school students. Journal of Research in International Education, 7(3), 259-278. Kohler-Riessman, C. (2008). Narrative methods for the human sciences, Los Angeles: Sage Publications. Lee, A. and Williams, C. (1999). Forged in fire: Narratives of trauma in PhD supervision pedagogy. Southern Review, 32 (1), 6-26. Lund, D., Hibbins, R. & Barker, M. (2007). Organisational effectiveness of immigrant staff in Australia: Sustaining a culturally diverse workforce. The International Journal of Environmental, Cultural, Economic & Social Sustainability, 3 (3), 79-88.
Reference List Nicholson, N. (1990). The transition cycle: Causes outcomes, processes and forms. In S. Fisher & C. Cooper (Eds.) On the move: The psychology of change and transition, pp. 83-108. Chichester: John Wiley & Sons. Pitt, M. (2006) The role of everyday talk in sojourner adjustment: An ethnography of communication among US sojourners, proceedings from the 56th Annual International Communication Association Conference, Dresden. Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education, 8(1), 5-23. Richardson, J. & Zidic, J. (2007). The darker side of an international academic career. Career Development International, 12 (2), 164-185. Sanderson, G. (2008). A foundation for the internationalization of the academic Self in higher education. Journal of Studies in International Education, 122(3), 276-307. Sears, C (2011). Integrating multiple identities: Narrative in the formation and maintenance of the self in international school students, Journal of Research in International Education, 10 (1), 71-86. Smith, J. (2010). Forging identities: the experiences of probationary lecturers in the UK. Studies in Higher Education, 35 (5), 577-591. Trowler, P. & Knight, P. (2000. Coming to know in higher education: Theorising faculty entry to new work contexts. Higher Education Research & Development 19 (1) 27-42. Yourn, B. & Kirkness, A. (2003). Adapting to a new culture of education: not just an issue for students. Proceedings of the Higher Education Research & Development Society of Australasia (HERDSA) International Conference, Canterbury, New Zealand, July, 2003. Retrieved August, 11th, 2008, from http://surveys.canterbury.ac.nz/herdsa03/pdfsref/Y1202.pdf http://surveys.canterbury.ac.nz/herdsa03/pdfsref/Y1202.pdf Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education, Studies in Higher Education, 33(1), 63-75. CRICOS Provider No 00025B