LEADER 09442nam 2200553 450 001 9910483587303321 005 20230607153236.0 010 $a981-334-980-8 035 $a(CKB)4100000011807186 035 $a(MiAaPQ)EBC6531651 035 $a(Au-PeEL)EBL6531651 035 $a(OCoLC)1244620231 035 $a(EXLCZ)994100000011807186 100 $a20211016d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aInternational faculty in Asia $ein comparative global perspective /$fFutao Huang, Anthony R. Welch, editors 210 1$aSingapore :$cSpringer,$d[2021] 210 4$d©2021 215 $a1 online resource (236 pages) 225 1 $aChanging Academy ;$v21 311 $a981-334-979-4 327 $aIntro -- Preface -- Contents -- About the Editors -- Contributors -- Part I: Introduction -- Chapter 1: Introduction: The International Faculty: Changes and Realities -- 1.1 Changes in International Faculty -- 1.2 The Purpose of This Book -- 1.3 Terminologies -- 1.4 Organization of This Book -- References -- Part II: Asia -- Chapter 2: International Faculty at Chinese Universities Based on Case Studies -- 2.1 Introduction -- 2.2 Review of Literature and Research Method -- 2.3 Polices Attracting International Faculty Members -- 2.4 Data Analysis -- 2.5 International Faculty Members´ Motivations -- 2.6 Concluding Remarks -- References -- Chapter 3: Nonforeign Foreign Academics in Hong Kong: Realities and Strategies -- 3.1 Introduction -- 3.2 Background -- 3.3 Foreign Academics in Hong Kong: How Foreign Is Foreign -- 3.4 Realities and Strategies in the Case University -- 3.4.1 Number of Foreign Academics -- 3.4.2 Interviewees and Interview Data: Sampling and Analysis -- 3.4.3 Findings -- 3.4.3.1 Policies and Strategies -- 3.4.3.2 Realities and Issues -- 3.5 Discussions -- 3.6 Limitations and Suggestions for the Future Study -- 3.7 Epilogue -- References -- Chapter 4: International Faculty at Japanese Universities: Main Findings from National Survey in 2017 -- 4.1 Introduction -- 4.2 Context and Policies -- 4.2.1 Characteristics of Japanese Higher Education -- 4.2.2 Policies and Practices of Hiring International Faculty -- 4.3 Data Analysis and Discussion -- 4.3.1 Research Methods -- 4.3.2 Main Characteristics of Respondents -- 4.3.3 Perceptions of Teaching and Research, and Overall Professional Environment -- 4.3.4 Teaching and Research Activities -- 4.3.5 Discussion -- 4.4 Concluding Remarks -- References -- Chapter 5: International Faculty in a Research-Focused University in South Korea: Cultural and Environmental Barriers -- 5.1 Introduction. 327 $a5.2 Growth of International Academics in Korea -- 5.2.1 Policy Initiatives to Attract International Academics -- 5.2.2 International Academics in the Case University -- 5.3 International Faculty Members´ Influences on the Case University -- 5.3.1 Attracting International Students and Delivering Courses in English -- 5.3.2 Academic Productivity -- 5.3.3 Academic Culture -- 5.4 Barriers to International Academics -- 5.4.1 Isolation in an Academic Community -- 5.4.2 Environmental and Administrative Barriers -- 5.4.3 Teaching and Research Activities -- 5.4.4 Governance and Participation in Administration -- 5.5 Conclusion -- References -- Chapter 6: Retaining and Integrating International Faculty into Malaysian Universities: Issues and Challenges -- 6.1 Introduction -- 6.2 International Academics in Higher Education Institutions: Global Historical Perspective -- 6.3 Higher Education in Malaysia -- 6.4 Malaysia Becoming an International Education Hub -- 6.5 International Academics in Public and Private Universities -- 6.6 The Challenges of Retaining and Integrating International Academics in Malaysia -- 6.6.1 Economic Challenge -- 6.6.2 Cultural and Linguistic Challenges -- 6.6.3 Job Security and Career Pathways -- 6.6.4 Social and Personal Challenges -- 6.7 Strategies for Retaining and Integrating International Academics -- 6.7.1 Leveraging Non-economic Factors -- 6.7.2 Relaxing the Immigration Regulations -- 6.7.3 Becoming a Malaysian Academic -- 6.8 Conclusion -- References -- Chapter 7: Recruitment of International Academics and Its Challenges in Taiwanese Higher Education Institutions -- 7.1 Introduction -- 7.2 Characteristics of Taiwan´s Higher Education System -- 7.3 Changes of International Faculty Members -- 7.4 Changes in the System -- 7.5 Changing in Institutional Level -- 7.6 Forces and Agents of Change. 327 $a7.7 Voices from International Faculty Members -- 7.8 Discussion -- 7.9 Conclusion -- References -- Part III: Other Regions and Countries -- Chapter 8: International Academics in Australian Higher Education: People, Process, Paradox -- 8.1 Colonial Origins: The Importance of the Oxbridge Model -- 8.2 The Beginnings of Change -- 8.3 Ageing of the Professoriate -- 8.4 The Rise of Asia and the Australian Academic Profession -- 8.5 Unequal International Student Flows -- 8.6 Not All Are Equal (1): Asian Scholars in Australian Universities -- 8.7 Lack of Acknowledgement -- 8.8 Gender -- 8.9 Rank -- 8.10 Power Privilege, and Cultural Capital -- 8.11 International Research Collaboration -- 8.12 Not All Are Equal (2): Local Scholars in Australian Campuses offshore -- 8.13 Conclusion: People, Process, Paradox -- References -- Chapter 9: International Academics in African Universities: The Ethiopian Scene -- 9.1 Introduction -- 9.2 The African Higher Education System and Its Academy -- 9.3 The Global Flow of Intellectual Labour: International Faculty in African Universities -- 9.4 The Dragon at Play: China´s Involvement in Higher Education in Africa - South-South Solidarity? -- 9.5 Higher Education in Ethiopia - Historical Highlights, the Boom and the Need for International Academics -- 9.6 International Academics in Ethiopia -- 9.7 Reactions of Local/Ethiopian Academics -- 9.8 Conclusion -- References -- Chapter 10: Institutional Policies to Attract International Academics in Portugal in an Adverse Context -- 10.1 Introduction -- 10.2 Recruitment of International Academics as a Means of Internationalisation -- 10.3 International Academics in Portugal: An Overview -- 10.3.1 The State´s Role in Portuguese Higher Education and Research´s Internationalisation -- 10.3.2 Internationalisation of Portuguese Academia. 327 $a10.3.3 International Staff in Portuguese Higher Education and Research Systems -- 10.4 Methodology -- 10.5 Institutional Policies for Academic Staff Internationalisation -- 10.5.1 The Relevance of Internationalisation Policies -- 10.5.2 Different Narratives on Internationalisation -- 10.6 Conclusions -- References -- Chapter 11: International Academics at Dutch Universities: Policies and Statistics -- 11.1 Introduction -- 11.2 Policies Concerning Internationalization -- 11.3 Incoming Migrant Academics -- 11.4 Brain Drain or Brain Gain? -- 11.5 Motives of Migrating Academics -- 11.6 Conclusion -- References -- Chapter 12: The Rapid Increase in Faculty from the European Union in UK Higher Education Institutions and the Possible Impact ... -- 12.1 Introduction -- 12.2 Data and Definitions of Foreign-Born Staff -- 12.3 The Current Situation and Characteristics of International (Non-EU) and EU Academics in UK HEIs -- 12.4 The Impact of Foreign Academics on UK Higher Education and Its Institutions -- 12.5 Issues and Challenges Facing International Faculty in the UK -- 12.6 The Brexit Referendum and EU/International Faculty -- References -- Chapter 13: Understanding International Faculty in the United States: Who Hires Them and Why? -- 13.1 Introduction -- 13.2 International Faculty in US Higher Education: A Complex and Ambiguous Term -- 13.3 International Faculty in the US Higher Education: Definitions from the Voices of College Students -- 13.4 International Faculty in the United States: For What? -- 13.5 Understanding International Faculty Hiring Patterns: Using IPEDS Data -- 13.5.1 Who Hires International Faculty in the United States? -- 13.5.2 Top 25 Higher Education Institutions That Hire International Faculty Most Frequently -- 13.5.3 What Is Related to the Representation of International Faculty Among New Faculty Hires?. 327 $a13.6 Summary and Implications for Policy and Future Research -- Appendix: Definition of Carnegie Classification -- Doctoral/Research Universities -- Master´s Colleges and Universities -- Baccalaureate Colleges -- Associate´s Colleges -- Specialized Institutions -- Tribal Colleges and Universities -- References -- Part IV: Conclusion -- Chapter 14: International Faculty in Higher Education - Here to Stay? -- 14.1 Diversity -- 14.2 The Challenge of Retention -- 14.3 Globalization, Mobility and the Rise of the East -- 14.4 Limits to Mobility -- References. 410 0$aChanging academy ;$v21. 606 $aTeachers, Foreign 606 $aProfessors$2thub 606 $aEstrangers$2thub 607 $aÀsia$2thub 608 $aLlibres electrònics$2thub 615 0$aTeachers, Foreign. 615 7$aProfessors 615 7$aEstrangers 676 $a370.1163 702 $aHuang$b Futao 702 $aWelch$b Anthony R. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483587303321 996 $aInternational faculty in Asia$91892965 997 $aUNINA LEADER 03410nam 2200625Ia 450 001 9910819049503321 005 20240405201300.0 010 $a0-7486-5421-6 024 7 $a10.1515/9780748654215 035 $a(CKB)2670000000203790 035 $a(OCoLC)795707220 035 $a(CaPaEBR)ebrary10569465 035 $a(SSID)ssj0000694677 035 $a(PQKBManifestationID)11405910 035 $a(PQKBTitleCode)TC0000694677 035 $a(PQKBWorkID)10670851 035 $a(PQKB)11383570 035 $a(Au-PeEL)EBL1962114 035 $a(CaPaEBR)ebr10569465 035 $a(CaONFJC)MIL729433 035 $a(DE-B1597)614763 035 $a(DE-B1597)9780748654215 035 $a(MiAaPQ)EBC1962114 035 $a(OCoLC)1302166701 035 $a(EXLCZ)992670000000203790 100 $a20110927d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe written word in the medieval Arabic lands $ea social and cultural history of reading practices /$fKonrad Hirschler 205 $a1st ed. 210 $aEdinburgh $cEdinburgh University Press$dc2012 215 $a1 online resource (257 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-322-98151-5 311 $a0-7486-4256-0 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tIllustrations -- $tTables -- $tAcknowledgements -- $tIntroduction -- $t1 Reading and Writerly Culture -- $t2 A City is Reading: Popular and Scholarly Reading Sessions -- $t3 Learning to Read: Popularisation and the Written Word in Children?s Schools -- $t4 Local Endowed Libraries and their Readers -- $t5 Popular Reading Practices -- $tConclusion -- $tBibliography -- $tIndex 330 $aWinner of the 2012 BRISMES book prizeHow the written text became accessible to wider audiences in medieval Egypt and SyriaMedieval Islamic societies belonged to the most bookish cultures of their period. Using a wide variety of documentary, narrative and normative sources, Konrad Hirschler explores the growth of reading audiences in a pre-print culture.The uses of the written word grew significantly in Egypt and Syria between the 11th and the 15th centuries, and more groups within society started to participate in individual and communal reading acts. New audiences in reading sessions, school curricula, increasing numbers of endowed libraries and the appearance of popular written literature all bear witness to the profound transformation of cultural practices and their social contexts. Key FeaturesA detailed and wide-ranging analysis of reading in the periodExplores the key themes of literacy, orality and auralityExamines the accessibility and profile of librariesLooks at popular reading practices, often associated with the notion of the illicit 606 $aWritten communication$zArab countries$xHistory$yTo 1500 606 $aBooks and reading$zArab countries$xHistory$yTo 1500 615 0$aWritten communication$xHistory 615 0$aBooks and reading$xHistory 676 $a028.909174927 686 $aNM 3500$2rvk 700 $aHirschler$b Konrad$0751678 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819049503321 996 $aThe written word in the medieval Arabic lands$93961814 997 $aUNINA