Faculty Members Abroad

An Annotated Bibliography
Compiled and edited by
David J. Comp
INTERNATIONAL HIGHER EDUCATION CONSULTING
international.ed.consulting@gmail.com
http://international.ed.consulting.googlepages.com/internationalhighereducationconsulting

Abrams, I., & Duewell, K. (1982, March). Lessons of the first German-American exchange professorships.
Paper presented at the joint meeting of the International Studies Association and International Society for Educational,
Cultural, and Scientific Interchanges, Cincinnati, OH.
A paper on the German-American Project on Exchange Research. The purpose was to consider urgent issues of
German-American cultural relations and to develop new research concepts and initiatives in order to improve
these exchanges. The present study of the early exchange professorships represents a cooperative effort of the
German and American historians who took part in these conferences to contribute to this undertaking from the
approach of their own academic discipline. [JCK – Henry Weaver bibliography].

Ailes, C.P., & Russell, S.H. (2002, May). Outcome assessment of the U.S. Fulbright scholar program. SRI
International. [On-Line]. Available: www.sri.com/policy/csted/reports/international. Project prepared for the Office of
Policy and Evaluation, Office of Policy and Evaluation, Bureau of Educational and Cultural Affairs, U.S. Department of
State. Contracct No.: IA0209-C9234951, SRI Project No.: P10372.
In 2001, SRI surveyed a stratified random sample of 1,004 U.S. Fulbright Scholar alumni whose grants began
between 1976 and 1999. The SRI assessment found strong quantitative and qualitative evidence that the program
is achieving it legislative mandate of promoting mutual understanding and cooperative between the United States
and other nations and that it has diverse and often powerful impacts not only on the Scholars themselves, but on
their colleagues, students, friends, and families [SRI].

Allaway, W. H., & Koff, S.P. (1965). The overseas director. Occasional Papers on International Educational
Exchange, 2. New York: CIEE.

Allaway, W. H., & Shorrock, H.C. (Eds.). (1985). Dimensions of international higher education. Boulder, CO:
Westview Press.
The dynamics of academic exchange are explored by a multidisciplinary group of scholars in this book.
Contributors from ten countries examine such issues as undergraduate versus graduate study abroad and the
purpose and effect of sending students to foreign countries. Drawing on their experiences as administrators and
faculty in exchange programs, the authors discuss faculty exchange, collaborative research, and linkages across
national boundaries. The relative advantages of academic exchange in different fields are examined, and cross-
cultural perspectives from Asia, Europe, the Middle East, and Africa are compared. The consensus of the
contributors is that universities are a vital means of breaking down the barriers of nationalism by promoting a
constant and free exchange of scholarship.[JCK – Henry Weaver bibliography].

American Council on Education (ACE). (2002, January). Internationalization strategies: Faculty engagement
with internationalization: Strategies from members of the ACE internationalization collaborative. Washington, D.C.:
American Council on Education (ACE). [On-Line]. Available:
http://www.acenet.edu/programs/international/collaborative/engagement.cfm.

Armstrong, W.B., Turingan, M.R., & Bersentes, G.H. (1997). Educators exchange program, 1996. Evaluation
report. Unpubished manuscript, San Diego Community College District, San Diego, CA. (ED 413 971)
Following an initial effort in 1994, the Educators Exchange Program 1996 (EEP-96) was the second project
completed under a training and educational exchange agreement reached between California's San Diego
Community College District (SDCCD) and the republic of Mexico. In EEP-96, the district provided a five-week
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technological training program to faculty at Centros de Capacitacion Tecnologica Industrial (CECATI), or
vocational training centers, in Guanajuato, Mexico. As in similar exchange programs, the goals of EEP-96 included
economic development, expanded training opportunities, and greater cultural understanding. EEP-96 was unique,
however, in that regional training needs in Guanajuato were carefully assessed, SDCCD instructors taught in
CECATI training sites and local industries to better understand local conditions, and a classroom approach was
used to train more instructors. Of the 119 CECATI instructors participating in the seven EEP-96 courses, 60.5%
were male and 15.7% had completed university degrees. Overall, 90% of the participants rated their course as
excellent or good, while pre- and post-tests administered in four courses showed significant improvements. A brief
description of a week-long exchange program held at SDCCD in spring 1997 is included, indicating that six courses
were offered to 25 CECATI instructors and that evaluations were very positive. Appendixes provide the EEP-96
participant and instructor evaluation instruments, instructor responses, and a program budget for 1996-97.
[Authors].

Bell, J. & Purcell, A. (1986). Sixteen years of teaching abroad: reflections and insights. English Journal, 75, 32-
34.

Betts, S. C. & Norquest, J. (1997). Professional development through travel to Zimbabwe: One year follow up.
Journal of Family and Consumer Sciences, 89 (1) 50-53.

Brewer, E., & Boatman, K. (1991, Fall). The Boston University professional international linkage program in
Niger: An exchange model for education students and faculty. The Phi Beta Delta International Review, 2.

Burn, B.B. (1980, November). International faculty exchanges. Paper presented at the U.S-German Conference
on Research on Exchanges, Bonn, West Germany.
The international exchange of faculty as discussed in this paper refers to higher education teachers and
researchers spending time for professional purposes, typically a semester or academic year, in another country.
Such exchanges in principle benefit the individuals involved, their home institutions, the institutions they are
affiliated with while abroad, and the wider goals of international understanding. More subtle contributions of
international faculty exchanges include the "internalization" of faculty who participate in them. International
faculty exchanges between higher education institutions in the developed and developing worlds may offer more
seemingly concrete benefits than those confined to the developed world. They can help meet urgent staffing needs
in countries where the higher education demand outstrips the national capacity to meet it in terms of trained
faculty. In view of the important contribution which international faculty exchanges have made to advancing
research, encouraging new modes of teaching, diversifying faculty at higher education institutions, strengthening
the international network of scholars, internationalizing the content of and perspectives towards teaching in most
disciplines, and in general maintaining faculty vitality, it is surprising that so little systematic research has been
attempted in order to document these contributions. [JCK – Henry Weaver bibliography].

Burn, B.B. (1980). Study abroad and international exchanges. American Academy of Political and Social
Science, 449, 129-140.
International educational exchange was a field of major concern to the President's Commission of Foreign
Language and International Studies because of its contribution to research and scholarship on other countries, to
foreign language learning, and to the international education of our citizens. Despite their importance, exchanges
involving high school students and teachers remain distressingly limited and should be expanded. Although major
federal funding of study abroad by American undergraduates is not likely, this understanding of other cultures.
The more than one-quarter million foreign students in American colleges and universities should be tapped much
more as a resource for intercultural learning. Teaching and especially research abroad for faculty is essential to
U.S. competence in international studies; federal funding for it through the Fulbright and other programs has
seriously eroded and should be significantly increased. Scholarly exchanges should in the future be more
collaborative, based on reciprocity and on the principle of equality between U.S. and foreign higher education
institutions. [AUT – Henry Weaver bibliography].

Choquette, C.A. (1940). A substitute for a sabbatical leave. The Modern Language Journal, 24, 353-355.

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 Council on International Educational Exchange. (2001, February). The impact of faculty seminars. IFDS
Newsletter. New York: Council on International Educational Exchange.

Feinberg, L. et al. (1993). The International Faculty Exchange Experience. International Education Forum, 13
(1), 1-7.

Frierson, C.L. (1995, January/February). Perceptions of African American educators toward historically black
colleges and universities. ACADEME: Bulletin of the Association of University Professors. [On-Line]. Available:
http://www.secussa.nafsa.org/underrepresentation/oldnews/bl_art.htm.

Goodwin, C.D., & Nacht, M. (1991). Missing the boat: The failure to internationalize American higher
education. Cambridge, Cambridge University Press.

Halsey, J. (1990). Teaching Sociology in an overseas program: The uses of marginality. Teaching Sociology,
18 (4), 203-208.

Harari, M. (1980, November). University and institutional exchanges. Paper presented at the U.S.-German
Conference on Research on Exchanges, Bonn, West Germany.
This paper focuses on the movement of academic personnel and administrators as part of a structured institutional
program, stressing that we should include in our information, analysis, and policy activities, the developing
countries as well as the developed ones and that our concept of university and institutional exchanges should not be
considered as discreet and isolated activities but as activities which should relate to overall societal change and
objectives.[JCK – Henry Weaver bibliography].

Horning, J.J. (1995, September/October). The toughest job you’ll ever have: Faculty find rewards-and
responsibilities-in study abroad program. ACADEME: Bulletin of the Association of University Professors, 81 (5), 22-
26.

Hovde,P., & Krejci, M et al. (1999, Spring). How international experience affects teaching: Understanding the
impact of faculty study abroad. Journal of Studies on International Education, 3 (1): 33-56.
This paper explicates the causal linkages between short-term study abroad experiences of college faculty and the
global content of their classroom teaching. Information for the study comes from self-reports and extensive
interviews with faculty who traveled to locations in Central America, South America, Southern Africa, and India.
Earlier research by the authors shows that these study abroad experiences have a positive impact on "globalizing"
the participants’ teaching. However, the process leading to this effect needs clarification. After describing the
context for the present research and the methods used for the qualitative analysis, connections evident in the
experiences of the travel seminar participants are used to construct a causal process theory. This theory explicates
the linkage between travel and teaching by stating that experience abroad enhances social and self awareness of
participants which in turn leads to changes in their teaching (i.e., increased global content). Key examples found in
the statements of the participants are used to elucidate this theory. The paper concludes with a discussion of the
results and their implications for people who design and participate in faculty study abroad programs. [KP].

Kain, E. L., & D'Andrea, V. (1992). Teaching sociology in an international setting: Using London as a
laboratory, Teaching Sociology, 20 (1), 1-11.
This paper describes a program model which allows faculty to use the large resources of an overseas city to expand
their sociology curriculum. Important strategies for success are discussed, including the importance of advanced
planning, anticipating the socialization issues of students, and support for faculty to do advance research or work
in the host culture. The author also examines some of the advantages and disadvantages of teaching sociology in an
international setting. Five examples of courses that have been operated in London or Great Britain are described,
including Introductory Sociology, International Demography, Urban Sociology, Race and Ethnicity, and an
internship program. The author notes advantages from the faculty perspective, including bringing history and
culture to life, having increased interaction with students in a variety of situations, and increased faculty
development. Disadvantages are the lack of social and administrative support for the faculty member and
increased responsibilities. [MC – Maureen Chao bibliography].

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 Krammer, A. (2000, Spring). Tales from the frontlines: Leading students abroad. Phi Beta Delta International
Review, 10, 1-5.

Krueger, R.L. (1995, September/October). It’s not a sabbatical. ACADEME: Bulletin of the American
Association of University Professors, 81 (5), 31-34.

Lindahl, F.W., & Fanelli, A.R. (2000). Teaching business across cultures: A first person experience. Academy
of Business Education, Journal of Business Education, 1 (proceedings). [On-Line]. Available:
http://www.abe.villanova.edu/proc2000/n074.pdf.
As “international” business programs proliferate throughout the world, the mixing of cultures creates new
teaching challenges. We describe a personal experience in which an American professor coped with cultural
differences at INSEAD in France. End-of-course student evaluations revealed a variety of problems that the
professor needed to resolve. He applied principles of continuous improvement in the next course he taught at
INSEAD. The principles applied here should be broadly applicable to college professors, not only those working
with “international” students. [Authors].

Lusk, B., & Lash, A.A. (2002, July). A decade of international activities by US nurse faculty: A descriptive
analysis. Nursing Outlook, 50 (4), 133-164.
In this era of increasing international awareness, few studies have revealed the contributions of US nurse faculty
abroad. Purpose: Our purpose was to assess the scholarly activities, defined as teaching, research, consultation,
and service, of US nurse faculty abroad from 1985 to 1995. Method: As part of a larger study (J Nurs Scholarsh
2000;32:415-20), nurse scholars were asked to describe their international work from 1985 to 1995. Nursing faculty
(N = 2254) from all (N = 62) nursing doctoral programs active in 1995 were mailed an investigator-developed
questionnaire via their institution. Finding: From 1010 responses, 247 scholars described 805 visits to 109 countries.
US nurse faculty assisted in the introduction and continuation of university-based nursing education worldwide.
Research activities were either site-specific to the country or related to general issues. Geographic regions differed
in the number of visits they received and the type of scholarly activity undertaken. Conclusions: US nurse faculty
were involved in diverse and widespread international nursing activities. [Authors].

McCarthy, J.S. (1992). Mobilizing faculty for international education: The mini-exchange. Occasional Papers
on International Educational Exchange, 29. New York: Council on International Educational Exchange. [On-Line].
Available: http://www.ciee.org/images/uploaded/pdf/occasional29.pdf

McMichael, K.L. (2001, August 2). Bear BI career consultant: Who can faculty and/or administrators best
prepare themselves for an enriching experience studying or teaching abroad? Black Issues in Higher Education. [On-
Line]. Available: http://www.findarticles.com/cf_0/m0DXK/12_18/77398875/print.jhtml.

Miller, M., Denney, M., & Kinnear, J. (2002, November). Faculty opportunities abroad: Their long-term impact
on the internationalization of the campus. Presentation at the Annual CIEE: Council on International Educational
Exchange Conference, Atlanta, GA.

Murphy, A.F. (1980, September). The short-term exchange: A means of faculty development. ADFL Bulletin, 12
(1), 33-35.

Neal, J.C. (1995, September/October). Directing a program: Two views on the junior year in France.
ACADEME: Bulletin of the American Association of University Professors, 81 (5), 28-31.

Nollendorfs, V. (1991). Teaching language and literature in Latvia: The return of a native as a Fulbright.
Profession 91. New York: MLA, 15-21.

Oberst, B.S. (1999, Fall). A Decade of Experience: Data from the Council on International Educational
Exchange's international faculty development seminars. Journal of Studies in International Education, 3 (2), 73-88.
Little is known about international faculty development and what works to bring about the desired globalization of
our American college campuses. The files of the Council on International Educational Exchange’s International
Faculty Development Seminars are the source of valuable information about the effectiveness of the IFDS format.

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These data, collected over the ten-year history of the IFDS, are uneven: the questions were not written for the
purposes of external research, and the responses do not always lend themselves to quantification. However, the
files provide us with some rare information about who has been involved in international faculty development, who
pays for these programs, and what the results have been in terms of enhancement of curriculum, research, and
service. [Author].

Office of Policy and Evaluation, Bureau of Educational and Cultural Affairs, U.S. Department of State. (2002,
May). Outcome assessment of the U.S. Fulbright Scholar Program (SRI International Project No. P10372). Menlo Park,
CA: C.P. Ailes & S.H. Russell. [On-Line]. Available: http://www.sri.com/policy/csted/reports/international/.
SRI International conducted a two-year outcome assessment of the U.S. Scholar component of the Fulbright
Educational Exchange Program, the U.S. government’s flagship international educational exchange program. SRI
surveyed a stratified random sample of 1,004 U.S. Fulbright Scholar alumni whose grants began between 1976 and
1999. Eighty percent of the Scholar alumni – 801 people – completed a questionairre about the impact the
Fulbright program had on individuals and institutions both in the U.S. and in the Scholar’s host countries. SRI
found strong evidence that the program is achieving its mandate of promoting mutual understanding and
cooperation between the U.S. and other nations, but also on their colleagues, students, friends and families. [SRI
International].

Olson, C.L., & Kroeger, K.R. (2001, Summer). Global competency and intercultural sensitivity. Journal of
Studies on International Education, 5 (2).

Olson, O. (1957). Anders Jonasson Lindström, First Augustana student sponsored by the church for study abroad
in preparation for Augustana Seminary professorship. Rock Island, IL: Augustana Historical Society.

Penhale, S.J., & Winkler, A.M. (2000, Fall). African Diary. International Educator, 9 (4), 10-13.

Peterson, N.J. (2000). Still missing the boat? Faculty involvement in study abroad. In M. Tillman (Ed.), Study abroad:
A 21st century perspective (pp.19-22). Stamford, CT: American Institute for Foreign Study Foundation. [On-Line].
Available: http://www.aifs.com/aifsfoundation/21century.htm

Richardson, J.G., & Woods, F. (1991, Summer). Expanding our horizons internationally. Journal of Extension,
29 (2). [On-Line]. Available: http://www.joe.org/joe/1991summer/a6.html.

Ritchey, D. (2001, Winter). Lessons from London. International Educator, 10 (1), 5-6.
The author, who as a faculty member, leads a regular two-week study trips abroad and shares some of the lessons
he’s learned from these experiences for other faculty trip leaders. [DJC].

Robinson, B.S. (1990). Facilitating faculty exchange: Developing international programs. New Directions for
Community Colleges, 70, 37-45.
This article discusses the issue of competence in international affairs and how this topic has become a major
educational concern. The topic of discussion focuses on reducing intercultural illiteracy through faculty exchange
This experience can help teachers bring the relevance of a given culture directly to their classrooms. This article is
intended to be a "how-to" primer rather than a philosophical treatise on the value of exchange programs. Current
trends indicate that institutions interested in such programs are well aware of the benefits gained. The most
pressing need is how to establish them. [KP].

Rodenberg, T.C., & Beynon, J. (2002, Summer). Across the great divide: International development and the
faculty. International Educator,10 (3), 24-27.

Rubin, K. (2002, Fall). Global engagement: U.S. educational exchanges one year after. International Educator,
11 (4), 18-23.
Campus-based international educators in the United States assess the impact of September 11, 2001, on study
abroad and the flow of international students and scholars. [Author].

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 Sabatini, D.A. (1999, June 28). My experience on an international sabbatical (to sabbatical or not to sabbatical).
School of Civil Engineering and Environmental Science, University of Oklahoma. [On-Line]. Available:
http://www.soonercity.ou.edu/sabatini/sabbatical/aseeppt99/tsld001.htm

Sabatini, D.A. (1999, October). How uprooting my family, leaving behind my job, and spending a year in
Europe made me a better educator. Washington, DC: AAHE Bulletin (American Association for Higher Education).
[On-Line]. Available: http://www.aahe.org/bulletin/oct99f1.htm.

Sandgren, D.E., Hovde, P., Krejci, M., & Rice, M. (1999, Spring). How international experience affects
teaching: Understanding the impact of faculty study abroad. Journal of Studies in International Education, 3 (1), 33-56.
This paper explicates the causal linkages between short-term study abroad experiences of college faculty and the
global content of their classroom teaching. Information for the study comes from self-reports and extensive
interviews with faculty who traveled to locations in Central America, South America, Southern Africa, and India.
Earlier research by the authors shows that these study abroad experiences have a positive impact on "globalizing"
the participants’ teaching. However, the process leading to this effect needs clarification. After describing the
context for the present research and the methods used for the qualitative analysis, connections evident in the
experiences of the travel seminar participants are used to construct a causal process theory. This theory explicates
the linkage between travel and teaching by stating that experience abroad enhances social and self awareness of
participants which in turn leads to changes in their teaching (i.e., increased global content). Key examples found in
the statements of the participants are used to elucidate this theory. The paper concludes with a discussion of the
results and their implications for people who design and participate in faculty
study abroad programs. [Author].

Saunder, I. (2000, March). Faculty perspective: Reaping the benefits of science majors studying abroad. The
Forum Newsletter, The Forum on Underrepresentation in Education Abroad. [On-Line]. Available:
http://www.oldsite.nafsa.org/secussaforum/#Faculty.

Sawaïe, M. (1995, September/October). The challenges of directing a program in Jordan. ACADEME: Bulletin
of the American Association of University Professors, 81 (5), 35-37.

Smiles, R. (2001, August 2). A world-class education: Rewards abound for those who dare to teach or study
abroad. Black Issues in Higher Education. [On-Line]. Available:
http://www.findarticles.com/cf_0/m0DXK/12_18/77398870/print.jhtml.
This journal cover story contains perspectives of Black faculty and administrators, a number of whom are from
HBCUs, and also has an interesting article by a returned student of color who studied abroad. This journal be
ordered directly from the publisher at (703) 385-2981 in Fairfax, Virginia. [Author/Journal].

Smith, D.K., Stough, S., & Ehie, I. (2000). Ex-ante evaluation of faculty short-term overseas opportunities: A
“five forces” framework plus anecdotal evidence from Nigeria. Academy of Business Education, Journal of Business
Education, 1 (proceedings). [On-Line]. Available: http://www.abe.villanova.edu/proc2000/n112.pdf
Opportunities for faculty to take up short-term overseas assignments have increased dramatically. In this paper,
the authors begin by describing an ex-ante approach to evaluating alternative overseas opportunities based on a
modified “Five Forces” model. Application of the model to Nigeria leads the authors to predict that short-term
overseas assignments in that country should be very stimulating and professionally rewarding. The authors then
overview their actual assignments in Nigeria and share with readers their assessment of those experiences. The
paper concludes with a discussion of the implications of the model and the experiences in Nigeria. [Authors].

Stoddard, E. (1995). Cultural encounters at St. Lawrence University. Final FIPSE Report. (ERIC Document
Reproduction Service No. ED 415 790).
This report documents the Cultural Encounters Project at St. Lawrence University, a three-year faculty and
curriculum development program. During the three years, 25 faculty members participated and 12 new cultural
encounters courses were created and taught. The purpose of the program was to develop a general education
curriculum that would be more global in nature and to address the need to internationalize the curriculum. The
report details the project, which included a month-long program in Kenya where faculty stayed with families, met

6
with scholars, visited schools, and learned about cultural, political, and social issues. In the second year
participants went to India for a month for a similar program.

There were a number of programs developed out of these faculty seminars. A new European studies minor, eight
new courses, and a new internship course were developed. The program was also expanded and offered to senior
students. These developments have been attributed to the new faculty thinking that arose from participation in the
Cultural Encounters Project. The report presents a number of difficulties faced by the program and makes
recommendations on strategies to enhance success. Also included are a number of documents and syllabi related to
the program. [MC – Maureen Chao].

Welch, A.R. (1997). The peripatetic professor: The internationalization of the academic profession. Higher
Education, 34 (3), 323-345.
A survey of 20,000 college and university faculty in 14 countries, particularly in large teaching and research
institutions, investigated the extent of international mobility within this group. Issues examined in relation to
mobility include gender differences, distribution among disciplines, patterns of employment (full- vs. part-time,
contracts), participating in international education-related activities, job satisfaction, and preference for teaching
vs. research. [MSE – EDRS].

Williamson, R.C. (1982, May). The quintessence of a study-abroad program: The director. ADFL Bulletin, 13
(4), 12-15.
While study-abroad programs, for obvious reasons, have most often originated in foreign language departments,
many are now sponsored by other departments, such as anthropology, art, biology, history, political science,
religion, and theater. Indeed, study-abroad programs have proliferated so much that the 1982 edition of Learning
Traveler describes over eight hundred academic-year or one-semester programs sponsored by American colleges
and universities. 1 During the summer months, the number of programs approaches a thousand. Of course,
Learning Traveler does not list the innumerable “Jan-plan” or other short-term study programs that are
important curricular offerings in almost every country in the world. Study abroad has always been hailed as most
beneficial for foreign language majors; it is now rare to find a French, German, Spanish, or Russian major who
has not spent some time abroad, either in a formal program of study, or in one of the short-term “island”
programs, or in a combination of study and leisurely travel. With a renewed emphasis on “internationalizing” the
undergraduate curriculum so that students will acquire a global perspective, study abroad has new importance
and increasing popularity. 2 To develop and implement an international perspective in a liberal arts curriculum,
faculty need to increase their knowledge of other cultures and nations in their fields of study; to direct a study-
abroad program gives them unique opportunities to do just that. For all these reasons, the likelihood that one will
be asked to run a study-abroad program has increased dramatically; for professors in foreign language
departments, directing such a program has become an integral part of the job.

Because the faculty member must suddenly assume new responsibilities as director, because many have no idea
what these duties are, and because the success of most study-abroad programs rests primarily on the skill of the
director, it behooves those of us with some experience in the area to come to the aid of colleagues with less
experience. 3 What follows, then, is an outline of the major tasks encountered in planning, conducting, and
concluding an academic program abroad. If it takes on the characteristics of a job description, so much the more
useful. [Author].

Winokur, M. (date unknown). Leading student groups to the Soviet Union. Foreign Language Annuals, 14, 395-
402.

Winokur, M. (1981). Visa problems and study tours of the Soviet Union. ADFL Bulletin, 12 (4), 39-42.

Revised: July 9, 2008

© 2002-2008 David J. Comp