Research Questions

1. Inviting stories of difference: An inquiry into the experiences of new international academic staffusing narrative analysisWendy Green & Paula Myattw.green@uq.edu.au & p.myatt@uq.edu.auThe University of Queensland (UQ)Australia

2. Research Questions Understanding the new IAS experience What is the professional/personal experience of new IAS? What are the challenges, and how do they deal with them? How do they conceptualise T&L, and their role as teachers? Does any/ all of this change over time? Implications for (our) practice What currently available support (if any) is helpful? What additional measures would they find helpful?

3. Narrative Methodology • Why narrative methodology in this study? • because we wanted to capture and analyse a complex, non-linear and necessarily contextual processes. • What is narrative research? • not concerned with the ‘facts’, but the meaningful shape emerging from the selected (re)telling of inner & outer experiences a complex, non-linear and necessarily contextual processes.

4. Methodology • Data collection • story collection (from participants); • story analysis (by researchers); • member checking • proposed solutions (from participants and researchers). • First analysis – reading across to stories • results in ‘taxonomies of types of stories, characters, or settings’ (Polkinghorne, 1995, p.12), but • honours the ‘overall shape of narrative’ (Chase, 2005, p.663)

5. First analysis: Making sense of commonalities Preparing - A time of excitement & uncertainty Time Arriving - A time of disorientation & survival Re-establishing - A time of new equilibrium Reflecting - A time of self-acceptance Generating - A time of action and change Green and Myatt, 2011

6. A second analysis • But – the niggling question • Despite similarities between the stories, why did one narrator seem happier and more successful than the others?

7. Making sense of difference Paradigmatic case* an unusually positive case – an exemplar for good practice Annie-Kate US citizen, mid thirties, cross-cultural marriage, mother of young children, lived/worked in several countries Critical case* one that typifies the experiences of most participants Susie US citizen, mid thirties, cross-cultural marriage, mother of young child, lived/worked in several countries *Flyvbjerg, B (2001).

8. Making sense of difference Preparing - A time of excitement & uncertainty Time Arriving - A time of disorientation & survival Re-establishing - A time of new equilibrium Reflecting - A time of self-acceptance Generating - A time of action and change Green and Myatt, 2011

9. Making sense of difference Preparing - A time of excitement & uncertainty Time • Susie • moved for career • naïve expectations of Australia • Annie-Kate • moved for life-style • naïve expectations of Australia

10. Making sense of difference Time Arriving - A time of disorientation & survival • Susie • immediate start at work • ‘expectancy violation’ at work • & in the community • no induction (benign neglect) • ‘traditional academic’ (Smith 2010) • self-doubt • Annie-Kate • time to settle before looking for work • ‘expectancy violation’ in community • some administrative induction • ‘accidental academic’ (Smith 2010) • no sense of self-doubt

11. Making sense of difference Time Re-establishing - A time of new equilibrium • Annie-Kate • family’s transitional difficulties • effective supervisor/mentor • in-school induction, including • reduced workload & training • sense of success • Susie • family transitional issues • continuing ‘benign neglect’ • increasing sense of failure

12. Making sense of difference • Annie-Kate • critical acceptance of new country • ‘composite identity‘ • focus on what she brings to the • Australian HE culture • sense of success Time • Susie • lessening ‘expectancy violation’ • sense of foreignness/ otherness • focus on adaption to the • Australian HE culture • sense of failure Reflecting - A time of self-acceptance

13. Making sense of difference Time Generating - A time of action and change

14. Making sense of difference • Annie-Kate • Expectations – ‘accidental • academic’ (Smith 2010) • Time to settle • Systematic induction Susie Expectations – ‘traditional academic’ (Smith 2010) Immediate start ‘Benign neglect’ in the School (Lee & Williams 1999)

15. Implications for practice • Implications for Heads of Schools • support PD, especially re teaching • ensure temporary reduction in workload • make new IAS feel welcome • clarify expectations • provide mentor in workload • Implications for Academic Developers • support reflective practice • importance of narrative for ‘identity work’ (Sears, 2010)

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