Academic Migrants Teaching in Australian Universities: Research Seminar 28 August 2017

AUGUST  RESEARCH SEMINAR
ALL WELCOME
11:00AM-11:30PM 28 AUGUST 2017
LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM, SCHOOL OF EDUCATION

TEACHING IN AUSTRALIAN UNIVERSITIES THROUGH THE EYES OF THE USSR/EX-USSR ACADEMIC MIGRANTS

ANNA MOROZOV

ABSTRACT: The ways we teach, think and create knowledge often depend on the social environment and present and past experiences of the individuals (King, 2007; Putnam & Borko, 2000; Wang & Wu, 2008). When USSR/Ex-USSR university lecturers and researchers migrated to Australia, they brought with them their teaching practices, beliefs and experiences. Drawing on semi-structured interviews with 25 academics from the South Australian universities, this presentation discusses some of their work experiences and observations of student behaviours.

As anticipated, participants revealed they had to negotiate old and new experiences, reporting considerable dissimilarities between their previous teaching and studying practices and their current experiences in higher education in South Australia. In particular, accepting and adjusting to the student-centred approach of teaching was challenging for some academics. Additionally, academics reported several other issues, which indicated that international academics might benefit from introductory training in the Australian teaching approaches and practices at the beginning of their teaching career in Australian university.

Participants also shared their observations of student behaviours and expectations, expressing their concern regarding insufficient motivation of the local students to complete their bachelor degrees. Possible effects of the narrow education and the weakness of links between the disciplines were discussed. Broadening the interdisciplinary links and widening educational programs might expand students’ horizons, promote opportunities for future research and innovation, and assist in graduate employability.

References:
King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. Scripting computer-supported collaborative learning, 13-37.
Putnam, R., & Borko, H. (2000). What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? Educational Researcher, 29(1), 4-15. doi: doi:10.3102/0013189X029001004
Wang, S., & Wu, P. (2008). The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. Computers & Education, 51(4), 1589-1598.

BIOGRAPHY: // Ms Anna Morozov

Anna Morozov is a PhD candidate at the University of Adelaide. Her research focuses on the experiences of the ex-USSR academic migrants in South Australian tertiary institutions. She explores settlement and work issues of the ex-USSR academic and research staff working in the South Australian universities and wonders if migration experiences of the academics could have influenced their sense of academic identity. Challenges, benefits and consequences of the academic mobility of the study participants are under examination to provide recommendations on international academics’ recruitment and retention at the Australian tertiary education institutions.

Anna Morozov is the graduate of St. Petersburg State University, Russia, where she completed her Bachelor in Education and Graduate Diploma in Psychology. Before Anna moved to Australia, she was working at the English as Second Language department of the St. Petersburg State University for a number of years. In Australia Anna has completed a Master Degree in Knowledge and Information Management and a Graduate Certificate in Australian Migration Law. She was working for a state government department until in 2008, when she set up a migration agency to provide immigration and education assistance to people wishing to move to Australia for work, study or living.

Contact Anna: Researcher Profile
School of Education: Research Seminar Schedule

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