Characteristics, Job Satisfaction, and Workplace Perceptions of Foreign-Born Faculty at Public 2-Year Institutions
Characteristics, Job Satisfaction, and Workplace Perceptions of Foreign-Born Faculty at Public 2-Year Institutions
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公立两年制院校外国出生教师的特征、工作满意度和工作场所看法
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
K. Mamiseishvili
中科院分区：
文献类型：
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作者：
K. Mamiseishvili
社区学院的外国出生的教师可以作为其机构日益国际化努力的宝贵资源。本研究使用2004年全国高等教育教师研究的数据，考察了公立两年制大学教授中的外国出生群体相对于美国出生群体的特征、工作满意度和工作场所感知。天生的伙伴与其他少数族裔教师群体一起，具有不同文化和语言背景的外国出生的教师可以在为全国社区学院日益多元化的学生群体提供服务方面发挥重要作用。本研究的结果可以帮助两年制院校更有效地吸引和留住外国出生的教师，并为他们提供一个有益的和支持性的工作场所。
Foreign-born faculty members in community colleges can serve as a valuable resource to their institutions’ growing internationalization efforts. This study uses the data from the 2004 National Study of Postsecondary Faculty to examine the characteristics, job satisfaction, and workplace perceptions of the foreign-born group of the professoriate at public 2-year institutions relative to their U.S.-born peers. Together with other minority faculty groups, foreign-born faculty members, with their diverse cultural and language backgrounds, can be instrumental in serving increasingly diverse student populations in community colleges nationwide. The findings of this study may help 2-year institutions more effectively attract and retain foreign-born faculty members and provide them with a rewarding and supportive workplace.