Internationalisation is an important strategy if HEIs are to survive in a turbulent global environment. Competition is fierce, where Countries traditionally known for sending international students, are now receiving, and recruiting global talent. One strategy used by HEIs in quest for global diversification is the recruitment of IAS. Whilst initially the recruitment of IAS may be viewed wholly positively by stakeholders, it seems many HEIs simply see the recruitment of IAS as “ticking a internationalisation strategic box”- thereby creating a veneer of internationalisation. The fact is, internationalisation is more than just a “tick box”. It requires a shift towards ethnorelativism and a willingness to change the institutions culture to enable IAS to meaningfully contribute to the development of the institution, its research, and its pedagogy. The wealth of experience brought to any HEI by its IAS needs to be recognised and acknowledged. This acknowledgement comes from institutions actively encouraging and supporting their IAS to contribute towards changes within the institution. From a pedagogical perspective, as HE cohorts become more complex and learning cultures more diverse, it seems logical to allow IAS who have experience of teaching and supporting students from their culture to offer ideas and process to enhance international student learning; whilst retaining the educational characteristics of the Country in which they are working. This is therefore not to suggest that the home learning culture is subjected to “otherness”. It simply means allowing IAS to offer innovations that can transform the learning environment for the benefit of all the students, creating a more dynamic and integrated learning experience.
C. Balasooriya, A. Asante, R. Jayasinha and H. Razee (2014). Academic mobility and migration: Reflections of international academics in Australia. Academic Mobility (11). pp.117-135.
C. Kreber and J. Hounsell (2014).Being an international academic: A phenomenological study of academic migrants adjusting to working and living in Scotland. Academic Mobility. (11). pp 9-33.
N. Maadad, (2014). Global academics moving down under: Living and learning a new academic culture. International Perspectives on Higher Education Research. (11). pp. 137-151.
S. Saltmarsh & T. Swirski (2010). ‘Pawns and prawns’: international academics’ observations on their transition to working in an Australian university. Journal of Higher Education Policy and Management. (32)3. Pp. 291-301.
An applicant for admission to read for a PhD should normally hold a first or upper second class honours degree of a UK university or an equivalent qualification, or a lower second class honours degree with a Master's degree at Merit level of a UK university or an equivalent qualification.
International students will also need to meet the English language requirements - IELTS 6.5 (with minimum sub-scores of 6.0). Applicants who have taken a higher degree at a UK university are normally exempt from the English language requirements. A research proposal (between 1,000 and a maximum of 2,000 words) must be submitted as part of the application.
For more information please visit the NTU Doctoral School – Research Degrees webpages.
Fees and funding
This is a self-funded PhD opportunity.
Guidance and support
Find out about guidance and support for PhD students.