International Faculty: Satisfaction, Productivity, and Mobility

• In Event: Internationalizing U.S. Higher Education Through Student and Scholar Mobility

Abstract

Satisfaction and productivity are particularly important concepts to consider in light of international faculty members. In particular, research suggests that international faculty members are less satisfied than their U.S.-born colleagues, while at the same time are more productive (Corley & Sabharwal, 2007; Mamiseishvili & Rosser, 2008a; Kim, et al., 2011a). Lower satisfaction levels may lead foreign-born faculty members to reduce their involvement in departmental or institutional matters. In prior research, we found that there were no significant differences between international faculty members and US faculty members in “intent” to leave a faculty position. However, international faculty members were more likely to “have not thought about leaving” as compared to their US faculty counterparts. A recent study conducted by the authors concludes that there are also few differences between international and domestic faculty in terms of actual mobility (leaving their job). Limited by the available quantitative data sets, the majority of previous research has focused on intention to stay or leave as a proxy for actual turnover behavior. This presentation draws on research that examines variables (satisfaction, productivity, family makeup, demographics, institutional characteristics) that influence actual mobility for faculty, with special attention to the role of foreign-born status. Several major findings from this study contribute to our knowledge about faculty mobility in general and, more specifically, to our understanding of foreign-born faculty mobility. First, and most notable, is that nearly 20% of the faculty in this study changed their employers between 2003 and 2010. Even more interesting finding is that of those who changed their employer, nearly one third left academia and moved to industry. Among those who stayed in academia, about 14% moved to other higher education institutions during this time. Despite the differences in satisfaction and productivity noted above, there were not significant differences found in either intent to move or actual mobility. The one important difference between the two groups of faculty members (foreign and domestic) in terms of actual mobility was that the former were significantly more likely to pursue administrative positions. As part of this panel, I will discuss the various variables that come to play in predicting the various forms of international (and domestic) faculty mobility.

Author

• Lisa E. Wolf-Wendel, The University of Kansas