Academic Faculty and Staff Exchange on a Budget:
Institutional Strategies for Facilitating International Teaching,
Research and Mentorship between ‘Developed’ and ‘Developing’ Nations
David T. Brown, Ph.D,
Associate Vice President, International Cooperation
Brock University, St. Catharines, Ontario, Canada L2S 3A1
Tel (905)688-5550 ext.3293
Fax (905) 688-2074
Email: dbrown@spartan.a.,brocku.ca
Academic Faculty and Staff Exchange on a Budget:
Institutional Strategies for Facilitating International Teaching,
Research and Mentorship between ‘Developed’ and ‘Developing’ Nations
David T. Brown, Ph.D, .Associate Vice President, International Cooperation, Brock University, St. Catharines, Ontario,
Canada L2S 3A1 Tel (905)688-5550 ext.3293, Fax (905) 688-2074, Email: dbrown@spartan.a.,brocku.ca
Note: An online version of this paper may be accessed on the internet at www.brocku.ca/international/SEAMEO2004
Internationalization of post-secondary institutions refers to the systematic and purposeful introduction of a
range of activities, policies, and services which integrate an international and cross-cultural dimension into
teaching, research, and service (Ho et al. 2003, McKnight 2000). It also implies aspiring to an ethnically,
culturally, linguistically, and politically diverse campus, facilitating interaction amongst students, staff, and
faculty members from a wide range of backgrounds and contexts.
One essential feature of internationalization is the exchange of academic personnel for teaching, research,
and professional development. Equally valuable (though often neglected) is the exchange of support staff for
professional development purposes.
In an increasingly globalized society, the value of internationalization is indisputable. When internationalizing,
universities attempt to adopt international perspectives, activities, initiatives, and services which permeate all
aspects of university life, and which are supported by clear and unambiguous institutional goals, policies, and
guidelines. Jones (2002), Jones and Andrews (2003), and McKnight (2000) provide comprehensive
overviews of the key components of internationalization in a postsecondary context.
Though internationalization brings a host of benefits to a university (Table 1), it also brings a number of
challenges: financial, logistical, academic, political, and staff-related. The direct and indirect costs associated
with internationalization can be particularly daunting, especially for universities in developing nations. Also,
the ability to commit time and resources to international linkages may be asymmetrical in developing versus
developed nations. For example, institutions in developed nations tend to be better resourced financially, but
faculty and staff tend to be under significant time constraints (real or perceived). In developing nations, it may
be possible to ‘buy out’ faculty or staff time relatively inexpensively, but there may be little in the way of
domestic financial resources to support exchange initiatives.
Table 1: Benefits of Internationalization
1. Diversify and enhance the learning environment for domestic students, the University, and the
home nation;
2. Diversify and enhance the student population by attracting excellent international students;
3. Diversify and enhance the faculty and staff population by attracting excellent international
instructors, researchers, and support staff;
4. Ensure that research and scholarship are informed by international considerations and issues;
5. Produce graduates who are internationally knowledgeable and cross-culturally sensitive;
6. Address through scholarship the increasingly interdependent nature of the world, and thereby
contribute to improved understanding among nations;
7. Generate resources to enhance other international activities;
8. Help to maintain the economic, scientific and technological competitiveness of the home nation,
and promote the export of domestic educational products and services abroad;
9. Raise the international profile of the University.
- after Ho et al. (2003).
Areas of Endeavour for Faculty and Staff Exchange
There are three main overlapping areas of academic endeavour for faculty and staff at most postsecondary
institutions: teaching, research, and professional development. At Brock University, we have developed
three focused programs to introduce an international dimension to these areas:



the Visiting International Professor (VIP) program, which emphasizes teaching;
the Visiting International Scholar (VIS) program, which emphasizes research and / or creative
endeavour; and
the University Mentorship (UM) program, which focuses primarily on professional development
(Table 2).
To date (March 2004), over 60 visiting scholars from 17 nations have participated in the VIP, VIS, and UM
programs since they were initiated in September 2000. None of these programs is a fully-funded exchange
scheme in its own right. Instead, each program relies on a combination of components and approaches
which maximize what each participating institution and / or individual participant can offer. Though none of
these components alone can support an academic visit or exchange, in aggregate they can provide sufficient
support to facilitate significant international interaction. Numerically, the greatest number of international
academic visitors to Brock have come from developing or newly-industrialized nations, despite the
considerable financial and logistical constraints faced in their home jurisdictions.
Clearly, the ability to provide sufficient resources and incentives to support comprehensive ongoing exchange
experiences for all faculty and staff on an ongoing basis is beyond the means of all but a few of the bestresourced institutions. Competitive funding to support international exchange can sometimes be obtained
through grants and multilateral academic mobility programs (e.g. the Fulbright scholarship program, the
Program for North American Mobility in Higher Education, the Deutscher Akademischer Ausausch-dienst
program, portions of the EU Erasmus / Socrates programs, etc.), but such support tends to be both fortuitous
and episodic, and requires significant administrative effort and inter-institutional coordination to obtain. But
more modest ongoing exchange opportunities can be facilitated for motivated faculty and staff if they are
willing to combine resources and to work with their home institution and a host institution to create an
international academic experience.
Despite the range of challenges and complexities involved, it is possible to make creative use of common
administrative mechanisms and existing university infrastructure to significantly improve the prospects for
international exchange of faculty and staff at relatively low cost. This paper will explore a range of such
approaches, and describe ways in which creative reciprocities may be implemented to facilitate
internationalization based upon our own experiences at Brock University.
What is needed to facilitate international academic exchange?
The first and arguably most important component of facilitating international exchange and collaboration is
mutual academic interest – either congruent (in the same or closely allied academic areas) or complementary
(in areas which complement or enhance the activities of the participating institutions). These
complementarities and congruencies may be identified and acted upon in a variety of ways. Universities may
rely primarily on the spontaneous expressions of interest which arise from the academic grassroots as the
main impetus for exchange activity, or they may decide to strategically promote and pursue such
opportunities through formal exchange programs, articulation agreements and memoranda of understanding.
Other factors which may precipitate interest in exchange activity include personal relationships and
collaborations amongst academics, the teaching or research reputations of certain individuals or programs;
noteworthy activity of individuals or units in research or creative endeavour; publication or performance
record of certain academics; exposure to interesting colleagues at conferences and colloquia; sustained
institutional or individual contact after funded projects have ended; and so on.
Generally, a combination of both bottom-up and top-down approaches is desirable, and universities which
are serious about internationalization will implement mechanisms by which expressions of interest from
across the spectrum of possibilities may be channeled into meaningful exchange and collaboration.
The basic resources, service and infrastructure required by visiting faculty and staff from abroad are well
understood (Table 3). In essence, facilitating an international academic visit simply consists of meeting these
basic needs in a reliable and coordinated fashion so as to allow visiting academics to get on with their
teaching, research, and professional development activities as expediently as possible. However, the ability
of each university to provide such support and resources is highly variable in both the developed and
developing world. No two postsecondary institutions have the same set of opportunities, nor do they face the
same challenges. Evaluation of one’s own institutional capacity and context for faculty and staff mobility is
perhaps the most useful first step in determining an institutional strategy for international faculty and staff
exchange.
Though the list of basic needs in Table 3 seems somewhat mundane and obvious, paying scrupulous
attention to these requirements is critical to ensuring a successful international experience for the
participants. Ideally, institutions in both developed and developing nations should try to assign responsibility
for meeting these needs with a specialized international office, so as to assure consistency, reliability, and
substantive expertise. However, in universities where such centralized offices do not exist, the duties and
responsibilities associated with faculty and staff exchange can be spread out across several administrative
units if administrative coordination is assured.
It is possible to make some very broad generalizations about some of the major differences at universities in
‘developed’ versus ‘developing’ nations (Table 4). These generalized differences can directly influence the
possibilities for faculty and staff exchange, and in some cases can be harnessed creatively in that context.
However, because of these differences, it is unrealistic to expect literal reciprocity for every aspect of
exchange activity. For example, a developed-nation university may be able to provide a visiting academic
with funding derived from course stipends or part-time budgets, but not with on-campus accommodations,
whereas a developing nation university might be able to provide modest on-campus housing to a visitor, but
little or nothing in the way of financial support. Departure from the rigid reciprocal expectations of many
formal institutional exchange agreements is often required to facilitate exchange across international
boundaries. In place of literal reciprocity, ‘creative reciprocity’ must become the expected mode of operation,
involving an equitable but perhaps asymmetrical balance of exchange components. In some contexts (e.g.
where the presence of an international visiting scholar or staff member is revenue-neutral to the host
institution, like 1a, below), it may not be necessary or even desirable to attempt to balance the numbers of
incoming and outgoing faculty and staff.
Strategic components for facilitating exchange: Assembling the bits and pieces
There is no ‘one-size-fits-all’ formula for facilitating exchange, or even for meeting the needs of personnel
within a given institution. Rather, one must determine what components each institution is able to offer, and
combine them creatively with the highly variable contributions which individual faculty and staff members may
be willing and able to make (see summary, Table 5).
Some key institutional and individual components of successful exchanges include the following:
I. Financial support
a) Institutional Course stipends
Virtually every university in the developed world has a certain subset of its regular course offerings taught by
domestic instructors who come from outside the ranks of full-time academic faculty, usually hired on a parttime contractual basis. One of the most obvious yet least utilized sources of financial support is to channel
this funding to meet the travel and subsistence needs of a visiting international professor. Though the
contract-teaching stipends involved are usually relatively modest, they are often sufficient to meet the basic
subsistence needs of a visiting international academic. The contracted international scholar agrees to
discharge the teaching and administrative requirements of the course in exchange for travel and subsistence
provisions (return airfare and ground transportation, accommodations with cooking facilities, food allowance,
and insurance costs), without receiving a salary. For example, at Brock University, a one-semester course
(typically 36 hours of contact time, 3 hours per week, over a 14 week period) currently carries a stipend of
CDN $4202, which is generally sufficient to meet travel costs from much of the world and provide for very
basic subsistence needs over an academic term.
Since stipends for contracted instructors are usually figured into the baseline budgets of the academic units
involved, there is no net increase in expenditure for the participating department or for the university as a
whole when they engage a visiting professor under these terms. In some jurisdictions it may not even be
necessary for the visiting scholar to obtain a work visa, which makes the visa-approval process quite simple.
In addition to benefiting from the international experience itself and from the resources and opportunities
offered by the host institution, the visiting faculty member is able to pursue her or his own academic or
personal pursuits in the considerable time outside the limited number of hours required to discharge teaching
responsibilities.
If a university considers inviting an international scholar to teach under the above conditions, it is prudent to
investigate a priori the expectations and regulations of any existing faculty associations, unions, or other
organized labour units which represent faculty members and / or part-time course instructors. In the spirit of
academic cooperation, Brock University’s Faculty Association allows a limited number of visiting professors
to come and teach at the university each year under its Collective Agreement without being subject to the
terms and conditions for employment which apply to regular full-time faculty members.
b) Individual research, travel, or professional development funds
Faculty members interested in an international posting may also have funds at their disposal through internal
travel grant competitions, conference support, research grants, or other sources. With advance planning,
these funds can often be exploited for a broader international exchange experience. For example, a faculty
member may use conference travel funds to attend an international conference, but then stay on for an
extended period at a partner institution in the same location for teaching, collaborative research, or
professional development purposes.
c) Modest supplemental funding
Occasionally, in cases when international visiting professors from remote or particularly distant regions might
incur high travel expenses, a modest amount of supplemental funding may be required to help offset the
additional costs not covered by the base course stipend. These supplemental amounts are seldom very
large, but they can make a significant difference in facilitating travel from remote areas. At Brock, a small pool
of supplementary funding is requisitioned each year for this purpose, and represents a very modest
investment in internationalization.
II. Time
a) Funded release time
In developed nations, funded sabbaticals are the norm, and faculty members are thus regularly able to
devote fairly lengthy periods of time to focused academic pursuits. Less frequently, purposeful release time
may be granted for research, creative endeavour, teaching or professional development, either through
internal funding competitions or from external sources. In both cases, this time may figure prominently in
creating international exchange opportunities.
Regular funded release-time and sabbatical opportunities are less common in developing nations, though it is
sometimes possible for faculty members to get unpaid release time without compromising their job security if
their subsistence needs are met by the host institution. In this situation, the home institution can use the bulk
of a faculty member’s regular domestic salary to cover the costs of hiring a temporary replacement instructor,
and the host institution can channel a course stipend into a travel and subsistence grant for the visitor.
Alternatively, if salaries in the developing nation institution are indeed very small in relation to those of the
developed-nation host institution, they may be ‘bought out’ by the host institution in order to free the
academic for a visit. For example, the average formal salary for Cuban academics is US $40 per month. This
is a sum which is well within the reach of most developed nation institutions, and which can free up a
qualified Cuban academic for participation in a visiting international professor program.
b) Inter-sessional and personal leave time
Academic calendars are out of phase in many parts of the world, which can be an advantage when
attempting to facilitate academic mobility. Motivated faculty and staff are often willing to devote their intersessional time (e.g., summer teaching break) to international exchange pursuits. Some may consider taking
unpaid teaching or research positions in partner institutions during these periods if their subsistence needs
and travel costs are met (see Ia, above), especially if they are able to address other research or teaching
objectives while abroad. Particularly motivated faculty and staff members may even be willing to work at a
partner institution during their own vacation period in exchange for travel and subsistence considerations,
particularly if the international destination offers features or opportunities which are attractive to family
members of the visiting academic.
III. Space
Accommodations
One of the most critical space requirements for an international academic visitor is a place to live. Institutions
which can provide reasonable accommodations to international faculty and staff in exchange for services or
activities such as teaching, research collaboration, or professional development are in an excellent position to
attract quality international colleagues. Living space in dorms and residences is sometimes underutilized,
especially during inter-sessional breaks, and the marginal costs of using such space may be quite small.
Some developing nations may actually have a surplus of physical space, reflecting the prioritization of
investment in physical infrastructure rather than in personnel and equipment. Whatever the context, a
detailed and accurate description of the accommodations, furnishings, facilities and utility provisions should
be made available in advance to the eventual resident so that there are no unmet expectations.
In some reciprocal faculty- or staff-exchange situations, participants may be willing to exchange
accommodations directly. Though attractive in principle, the functional realities of such exchanges are often
problematic unless the terms and conditions of the swap are understood very clearly by both participants. It is
not recommended that the university play a direct role in brokering such arrangements, except perhaps to
review the agreements for fairness and integrity. Faculty and staff who are vacating their own
accommodations while going abroad may be willing to sublet or barter their accommodations, but again, the
business dealings should be left to the proponents themselves.
b) Academic space
Exchanges of academic personnel are not always concurrent, which may make a reciprocal exchange of
academic space impossible. Also, visiting professors who teach in lieu of domestic contract lecturers may
have greater need for office space than casual domestic contractees, as they are likely to spend a greater
amount of time on campus. Accordingly, the provision of office space may become problematic. If interim
space arrangements cannot easily be made to accommodate the visiting academic within the host unit,
alternative arrangements must be made.
A relatively inexpensive way to provide basic academic functionality when dedicated office space is
constrained is to install lockable, internet-enabled computer workstations in another secure part of the
university. At Brock University we installed six such workstations in the main library, networked to a secure
common printer. (Functional older computers and screens were initially provided in the workstations until
funds could be acquired for upgrades, which significantly reduced the initial investment). Visiting researchers
who are unable to obtain office space in their host departments are instead provided with a key to one of the
workstations, which is used for internet and email access and for the storage of books, files, office supplies,
and small personal effects.
Laboratory, workshop, or studio space is not easily substitutable, however. These specialized needs must be
carefully considered prior to inviting an international academic to visit.
IV. Other Academic Facilities and Services
In order to ensure the productivity and personal contentment of visiting academics, a certain minimum set of
academic facilities and services should be made available. Basic facilities and services include library
borrowing privileges (including online journals and resources if available), email accounts and internet
access, access to other communications facilities such as telephone service (and advice on low-cost access
such as international calling cards), fax machine, incoming and outgoing mail, courier services, computing
and software needs, and any laboratory, workshop, or studio equipment which may be required to facilitate
their activities. Collaborative researchers in the host institution may wish to arrange access for visiting
scholars to their own personal research materials and facilities.
Though the costs of providing such facilities and services may not be very significant to the host institution,
providing access to them in a systematic fashion by a knowledgeable contact person can be extremely
useful. If not prearranged on their behalf, obtaining access to facilities services without assistance can be
baffling, bureaucratic, and time-consuming to academic visitors, and perplexing and vexatious to their
domestic academic colleagues who would prefer to devote their time and energy to productive academic
endeavour.
Certain scholars from developing or newly-industrialized nations (e.g., recipients of funding from the China
Scholarship Program and other national scholarship initiatives) may be self-sufficient regarding subsistence
and travel needs, but may have no additional funds available to support research activity or course
enrollments at developed-nation institutions. However, despite their relatively modest financial means,
recipients of such funding are generally very well-qualified mid-career or senior academics with strong
interest, incentive, and ability to work on productive collaborative research projects with faculty colleagues
abroad. Providing basic academic facilities and services, logistical support and administrative aid to
motivated scholars of this type can be a very good investment, benefiting not only the visiting scholars but
also benefiting the collaborative researchers at the host institution through joint publications, shared
academic perspectives, and increased international academic dialogue.
V. Course Audit, Fee Waiver, and Headspace Provisions
In certain contexts, particularly mentorship programs, visiting academics may benefit by auditing or formally
registering in courses offered at the host institution. Auditing or following a course at the senior
undergraduate or graduate level may be a very efficient way for visiting academics to broaden or upgrade
their skills and abilities without commanding a disproportionately large amount of time from a faculty mentor.
In some cases, the marginal cost to the home institution of adding an additional participant to an existing
course or program might be very small, but may result in significant creative reciprocities at the partner
institution. Auditing courses can also be very useful to individuals who are involved with curriculum planning
and development in their home institutions, and who wish to experience the pedagogical process as a
participant and insider rather than as an outside observer.
Course audits abroad are also very useful to provide academics with introductions and baseline exposure to
fields which are highly specialized or contextualized: e.g., culture-specific traditions of art, music, literature, or
creative expression; unique social, political, economic, ecological, or environmental contexts; unique
languages, dialects, or literatures, and so on. Similarly, job-shadowing opportunities may be used to expose
support staff to distinctive approaches to university administration, management, and governance. It is
difficult to overestimate the value of such exposure in the professional development process.
Occasionally, a particular host institution may have undersubscribed programs in its course banks – i.e.,
degrees or program streams where domestic enrollment is below capacity, and where additional students or
program participants can be added at a very small marginal cost to the host institution. This so-called
‘headspace’ in programs can represent an invaluable opportunity for visiting academics from developingnation institutions who wish to upgrade their formal academic qualifications in these areas. The nominal value
of such academic opportunities may be traded off against other reciprocal concessions; in the case of Brock
University and Mae Fah Luang University (Chiang Rai, Thailand), a graduate program fee waiver for a visiting
faculty member at Brock was reciprocated by the provision of unique academic and cultural programming to
twenty Canadian undergraduate course participants in a field course in Thailand. Inevitably, trading off such
opportunities cements the relationship between the two institutions, translates into future opportunities for
collaborative research, teaching, and creative endeavour, and advances the internationalization agenda at a
very modest cost.
VI. Conclusions
Though the international exchange of faculty and staff inevitably entails costs, it is possible to make creative
use of common administrative mechanisms and existing university infrastructure to reduce financial outlays
and maximize the effectiveness of those limited resources which are available. International exchange
activity will never be a completely predictable, generic process; a certain amount of custom tailoring and adhoc innovation will always be required to optimize resource use and academic outcomes. However,
framework programs such as the VIP, VIS, and UM programs are very useful to establish understandable
terms of reference for academic interchange, as well as to demonstrate the willingness of a postsecondary
institution to engage in exchange activity to potential program participants. Faculty and staff exchange
between developing and developed nations may be improved by turning asymmetries between partner
institutions to best advantage, and seeking creative reciprocities in areas where direct reciprocity is not
possible. Ultimately, the broader goals and objectives of internationalization should guide the exchange
process, and though there will always be a time commitment, a resource commitment, and a space
commitment, the direct and indirect benefits which accrue to the individuals involved and to the university
community as a whole are well worth the effort.
VIP
UM
VIS
Visiting International Professor Program
www.brocku.ca/brockinternational/vip.htm
University Mentorship Program
www.brocku.ca/brockinternational/um.htm
Visiting International Scholar Program
www.brocku.ca/brockinternational/vis.htm
Allows visiting faculty from academic
institutions in other nations to visit Brock for an
extended period, teaching a course in their area
of expertise, and collaborating with Brock
faculty, staff and students in a range of
academic activities
Designed for faculty or staff who are interested
in professional development opportunities with
peers in other nations
Allows scholars and researchers from abroad who are
interested in an international research and scholarship
opportunity to visit Brock for an extended period,
collaborating with Brock faculty and students in a range of
academic activities
WHO?
Travel expenses, accommodations and
academic resources are provided to the visiting
international professor under the terms of the
VIP program
WHEN?
WHERE?
WHY?
HOW?
Academic terms of study (Fall,
Winter, Spring Evening and
Summer)
WHAT?
All participating academic units
at Brock University
To promote internationalization
across the curriculum by bring
professors from abroad into the
Brock community, to share
substantive subject expertise
and foster international
understanding, cooperation
and collaboration
By invitation of an academic
unit (faculty, department,
program) at Brock
A professional development
program which allows eligible
individuals to visit Brock for an
extended period, interacting and
collaborating with cooperating
faculty, staff and students in a
range of academic and
administrative units
WHEN?
All year round
WHERE?
All participating academic and
administrative units at Brock
University
WHY?
HOW?
Table 2. The VIP, VIS and UM programs.
Open to visiting faculty, staff and
administrators from accredited
postsecondary academic
institutions abroad
To foster international
understanding, cooperation and
collaboration in all aspects of
academic activity, university
governance, and administration
By invitation or by application
through the office of Brock
International
WHO?
Open to any qualified scholar from
an accredited academic or research
institution outside of Canada
WHAT?
Research, scholarship and creative
endeavour (all disciplines) with
Brock University colleagues
WHEN?
All year round
WHERE?
All participating academic units at
Brock University
WHY?
To promote internationalization
across the curriculum by bringing
scholars from abroad into the Brock
community to undertake
collaborative research, share
substantive subject expertise, and
foster international understanding,
cooperation and collaboration
HOW?
By invitation of a faculty member at
Brock or by application through
Brock International
Table 3. Basic infrastructure and service needs for visiting international faculty and staff
Logistical and Legal
Subsistence
Logistical






Air transit (or equivalent)
Ground transportation
Reception / orientation /
‘meet and greet’
Travel Insurance

Legal







Letters of invitation
Visa support
Work permit
Liability Waivers
Health Insurance
Faculty association /
union considerations
Contractual expectations
Accommodations (interim /
long term; residence /
homestay / rental)
Meals (university meal plan /
off-campus providers / selfcatered)
Special dietary needs or
cultural / religious
preferences
Personal







Arrival orientation
Culture shock and
adaptation assistance /
counselling
Communication with home
(phone cards, fax, email)
Banking needs
Local transportation (bus
passes, transit routes)
Shopping (clothing, food,
etc.)
Emergency concerns
Academic / Professional
Academic / Professional
Resources






University / Staff ID card
Library access
Internet access
Institutional email address
Workspace
Computing facilities
Mentorship



Collaboration and
assistance in substantive
subject area
Introduction to peers,
colleagues, and the
university community
Recognition and validation
of activities by university
community
For visiting professors:
 Academic administrative
support (guidance about
grading, examinations,
student evaluation, course
evaluation procedures,
departmental meetings,
etc.)
 Matching student and
instructor expectations
(academic, procedural,
cultural)
 Monitoring and quality
control
Table 4: Some generalizations about differences between ‘developed’ and ‘developing-nation’ universities
‘Developed nation’ universities
‘Developing-nation’ universities

Salaries high by world standards -> faculty
and staff time relatively expensive

Salaries modest to low by world standards ->
faculty and staff time relatively inexpensive

Curricula and timetables almost always
highly structured; not easily able to take
opportunistic advantage of visiting academic
experts

Curricula and timetables sometimes
modified in an ad-hoc fashion, in order to
allow students and faculty to take
opportunistic advantage of short-term visiting
academic experts

Physical space:
o Variable availability, though usually at
a premium
o generally high-quality and expensive
o tightly controlled
o assigned long-term to single
proprietors or small groups
o single-person offices and research
spaces

Physical space:
o sometimes abundant (reflecting
investment in physical infrastructure
over personnel and equipment)
o varying quality and expense
o available discretionarily at the request
of senior administrators
o multiple-person offices and research
spaces

Teaching loads generally modest (reflecting
expectation that faculty members be
engaged in research)

Teaching loads generally quite high, with low
to moderate expectations for research

Formally supported sabbatical
opportunities widespread

Formally supported sabbatical
opportunities rare to nonexistent

External sources of research funding
common

External sources of research funding
uncommon

External sources of professional
development funding relatively rare

External sources of professional
development funding sometimes available
(e.g., government scholarships such as China
Scholarship Program; multilateral
development agency funding)
Table 5: Components of exchange which may be offered by institutions and by individual participants
Institutional components
Individual components
Financial:
Financial:

Stipends for contract teaching usually
available (i.e., for teaching not normally
undertaken by core academic faculty)
Time:

Research, travel, or professional development
funds from own sources. May support grant
holder him / herself, or be applied to meet the
needs of an international collaborator.
Time:

Inter-sessional periods (teaching breaks)

Purposeful release time granted for research,
creative endeavour, teaching, or professional
development

Sabbatical leave, academic leave, or vacation
time
Space:
Space:




Accommodations (dorms / residences, offcampus
Office space / workstations
Lab / workshop / studio space
Academic facilities:





Library resources
Email / Internet access
Access to other communications facilities
(phone, fax, mail, courier)
Computing facilities
Laboratory / workshop / studio equipment
Tuition waivers and course audits:



Undergraduate, graduate programs
ESL program access
Headspace initiatives

Accommodations (personal dwelling for rent,
sublet, or barter)
Office space
Academic facilities:


Personal research materials, books, journals
Personal laboratory / workshop / studio
facilities and associated resources
Appendix: Programs and Mechanisms
For illustrative purposes, the terms of reference of Brock University’s VIP, VIS, and UM programs are
provided below. Clearly, the individual capacities, context, academic needs, and strategic direction of a given
university will determine its approach to facilitating exchange, but the generic framework for such endeavour
is quite consistent and transferable.
A partial pictorial summary of participants (to October 2002) in Brock University’s Visiting International
Professor, Visiting International Scholar, and University Mentorship programs may be found at at
http://www.brocku.ca/brockinternational/intlvisitors.htm, and the most recent updated list of participants (11
Nov 2003) at http://home.cogeco.ca/~dbrown464/VIP-VIS-UM%20Summary%202000-04.xls
VISITING INTERNATIONAL PROFESSOR (VIP) program
Brock's VISITING INTERNATIONAL PROFESSOR (VIP) program allows visiting faculty from academic
institutions in other nations to visit Brock for an extended period, teaching a course in their area of expertise
and collaborating with Brock faculty, staff and students in a range of academic activities. Travel expenses,
accommodations, and academic resources are provided to the visiting international professor under the
terms of the VIP program.
OVERVIEW
FOCUS:
WHO?
Teaching (all disciplines)
Open to any academic faculty member from an accredited postsecondary program outside of
Canada, with established expertise in a relevant program at Brock University
WHAT? A program which supports Visiting International Professors who are invited to teach at Brock
University in all disciplines
WHEN? Academic terms of study (Fall, Winter, Spring Evening and Summer)
WHERE? All participating academic units at Brock University
WHY?
To promote internationalization across the curriculum by bringing professors from abroad
into the Brock community, to share substantive subject expertise and foster international
understanding, cooperation, and collaboration
HOW?
By invitation of an academic unit (Faculty, department or program) at Brock
WHO IS ELIGIBLE?
The VIP program is designed for faculty from abroad who are interested in an international teaching and
research opportunity at Brock University. Participants in this program are not paid a salary, but are provided
with free travel, accommodations, and subsistence costs while at Brock, in exchange for teaching a full or
half course. Generally, such opportunities arise out of interactions between Brock faculty and their
international colleagues, leading to an invitation to teach at Brock.
Academics in the following categories are good VIP candidates:
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sabbaticants
investigators interested in disseminating original research through an academic specialty course
academic faculty interested in gaining international expertise
faculty seeking collaborative research and teaching opportunities with Canadian colleagues
researchers with an active interest in Canada or North America
WHAT ARE THE FEATURES OF THE VIP PROGRAM?
Visiting International Professors are generally invited to offer one half-credit course (minimum 36 hours of
instruction, three class-contact hours per week over a 13-week academic term) in a relevant program at
Brock University. At least one lecture or seminar should be open to the entire university community. In return,
visiting international scholars will be provided with the following:
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return economy airfare from home country to Canada
accommodation in an air-conditioned, furnished room in New Residence on campus (subject to
availability) or off-campus accommodation (homestay or apartment)
debit card for New Residence Dining Hall (three meals per day) or equivalent
office space or lockable workstation with computer
full internet and computer access, library borrowing privileges, and physical education facility pass
opportunities for networking with academic colleagues at Brock, other institutions, and the broader
community
While at Brock, other activities may include:
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joint collaborative research with Brock faculty
academic job shadowing
observation of teaching and learning techniques and classroom activities
collaborative curriculum development
The remainder of the VIP's time is free to follow research, scholarship, and professional development
interests.
A Brock faculty colleague from within the hosting department works with the VIP, to facilitate the participant's
academic and / or professional activities while at Brock, e.g.:

to serve as a contact person for the participant, and offer guidance about course administration and
protocols
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to serve as an interface with the rest of the Brock community
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to create opportunities for interaction with academics and professionals in the participant's area of
interest, and to engage the participant in meaningful representative professional activity
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to facilitate opportunities for the VIP to interact with other classes and seminars where appropriate
WHEN DOES THE VIP PROGRAM RUN?
The VIP program runs in all academic semesters. Course contact time is typically 3-6 hours per week over a
twelve-week term during the regular academic year (Term I: September 1st – 31 December; Term II: January
1st – 30 April). Fewer courses are offered in the Spring Evening (April-June) and Summer (July- August)
semesters, and many faculty are involved in research activities at that time. July and August are traditional
summer vacation months for many Canadians.
Intensive courses of shorter duration may be offered by special prior arrangement, though full-term
appointments are preferred. Applicants should submit proposals for courses not less than one year in
advance of their intended stay.
WHERE IS THE VIP PROGRAM OFFERED?
The VIP program is offered at the main campus of Brock University, by all participating academic units.
HOW DO I BECOME INVOLVED?
Participants in the VIP program are usually invited to come to Brock by a Brock faculty member familiar with
their work. Occasionally, VIPs may make their interest areas and expertise known to relevant Brock faculty
themselves.
If you are interested in applying to the VIP program on your own:
Determine your exact area of interest by consulting the Brock University website (http://www.brocku.ca) and
academic calendars. If you have already established a productive collaborative relationship with a Brock
faculty member, your chances for involvement in the VIP program are much better.
Contact the offices of Brock International (NOT the academic unit you are interested in) by e-mail (brockint@
brocku.ca), fax (011-905-688-2074), or conventional post (Director, Brock International, Office of the
President, Brock University, 500 Glenridge Avenue, St. Catharines, Ontario, Canada L2S 3A1).
If a match is made, the Director of Brock International will issue a formal letter of invitation to the applicant
with information about the next steps.
It is important to note that Brock can only accommodate a limited number of participants in the Visiting
International Professor program, and that faculty members volunteer their time to assist VIPs. Therefore we
cannot guarantee acceptance.
You can learn more about courses and programs available at Brock by checking the Brock website
(http://www.brocku.ca) and the graduate and undergraduate calendars.
VISITING INTERNATIONAL SCHOLAR (VIS) program
Brock's VISITING INTERNATIONAL SCHOLAR (VIS) program allows scholars and researchers from abroad
who are interested in an international research and scholarship opportunity to visit Brock for an extended
period, collaborating with Brock faculty and students in a range of academic activities.
OVERVIEW
FOCUS:
WHO?
Research, scholarship and creative endeavour (all disciplines)
Open to any qualified scholar from an accredited academic or research institution outside of
Canada, with established expertise in an area of research, scholarship, or creative endeavour
relevant to Brock University
WHAT? A program which allows Visiting International Scholars in all disciplines to collaborate with other
researchers at Brock University
WHEN? All year round
WHERE? All participating academic units at Brock University
WHY?
To promote internationalization across the curriculum by bringing scholars from abroad into the
Brock community, to undertake collaborative research, share substantive subject expertise,
and foster international understanding, cooperation, and collaboration
HOW?
By invitation of a faculty member or academic unit at Brock, or by application through the
offices of Brock International
WHO IS ELIGIBLE?
The VIS program is designed for academic faculty from abroad who are interested in an international
research and scholarship opportunity at Brock University. Participants in this program pay no fees, but are
generally responsible for covering their own expenses for travel, accommodations, and any ancillary
requirements (visa fees, health insurance coverage, etc.). In most cases, participants have been awarded
funding by their home governments or institutions for international travel and accommodation. Generally,
such opportunities arise out of interactions between Brock faculty and their international colleagues, leading
to an invitation to undertake collaborative research at Brock.
International academics in the following categories are good VIS candidates:
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sabbaticants
academics interested in collaborative scholarship and research with Brock colleagues
researchers interested in disseminating original research to an international audience
academic faculty interested in gaining international experience
faculty seeking collaborative research opportunities with Canadian colleagues
researchers with an active interest in Canada or North America
WHAT ARE THE FEATURES OF THE VIS PROGRAM?
Visiting International Scholars generally undertake collaborative research with a faculty colleague at Brock
University. While at Brock, other activities may include academic job shadowing and guest lecturing. A Brock
faculty colleague from within the hosting department works with the VIS, to facilitate the participant's research
and scholarship activities while at Brock, e.g.:
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to serve as a contact person for the participant
to serve as an interface with the rest of the Brock community
to facilitate opportunities for the VIS to interact with other researchers and scholars
Brock International will issue a formal letter of invitation to selected participants, coordinate transportation,
help to arrange accommodations, and arrange for free library and internet access. In certain cases,
successful applicants may be provided with free return transportation from Pearson International Airport or
Buffalo International Airport. In the event that a VIS staying for one full academic term does not have housing
pre-arranged upon arrival, Brock International may cover up to one week of accommodations while the
participant becomes established. Also, Brock International will publicize the arrival of participants and offer
every opportunity for interaction with the broader Brock community.
While at Brock, participants in the VIS program are provided with access to library and university computer
systems, including Internet access and an e-mail account. Brock International will attempt to find office space
for participants, though we can make no guarantees due to an acute shortage of space in the university.
However, participants will always have access to public space for study at the university library.
Participants will receive no financial remuneration or formal academic credit for their stay at Brock, although
Brock International can provide an official letter indicating the nature and extent of their research activities
undertaken once their stay at Brock has ended.
WHEN DOES THE VIS PROGRAM RUN?
The VIS program runs all year round. However, faculty are often occupied with teaching during the regular
academic year (Term I: September 1st – 31 December; Term II: January 1st – 30 April). Fewer courses are
offered in the Spring Evening (April-June) and Summer (July- August) semesters, and many faculty are
involved in research activities at that time. July and August are traditional summer vacation months for many
Canadians.
WHERE IS THE VIS PROGRAM OFFERED?
The VIS program is offered at the main campus of Brock University, by all participating academic units.
HOW DO I BECOME INVOLVED?
Participants in the VIS program are usually invited to come to Brock by a Brock faculty member familiar with
their work. Occasionally, VISs may make their interest areas and expertise known to relevant Brock faculty
via contact made through the Director of Brock International.
If you are interested in applying to the VIS program on your own:
Consult the Brock University website (http://www.brocku.ca) to identify a likely co-researcher, focussing upon
departmental and faculty home pages and the website of the Office of Research Services
(http://www.BrockU.CA/researchservices/). If you have already established a productive collaborative
relationship with a Brock faculty member through your ongoing scholarly or research activities, your chances
for involvement in the VIS program are much better.
Contact the offices of Brock International (NOT the academic unit you are interested in) by e-mail
(brockint@butler.ac.brocku.ca), fax (011-905-684-2277), or conventional post (Director, Brock International,
Office of the President, Brock University, 500 Glenridge Avenue, St. Catharines, Ontario, Canada L2S 3A1).
Upon receipt of your application form, Brock International will then contact the research faculty members
active in your area of interest to determine if there are any opportunities for you.
If a match is made, the Director of Brock International will issue a formal letter of invitation to the applicant
with information about the next steps.
It is important to note that Brock University can only accommodate a limited number of participants in the
Visiting International Scholar program, and cannot guarantee acceptance.
UNIVERSITY MENTORSHIP (UM) PROGRAM
Brock's UNIVERSITY MENTORSHIP (UM) PROGRAM allows visiting faculty and staff members from
academic institutions in other nations to visit Brock for an extended period, to interact and collaborate with
Brock faculty, staff and students in a range of academic and administrative professional development
activities.
OVERVIEW
FOCUS:
WHO?
Professional development of faculty, staff, and administrators from other nations
Open to visiting faculty, staff, and administrators from accredited postsecondary academic
institutions abroad.
WHAT? A professional development program which allows eligible individuals to visit Brock for an
extended period, interacting and collaborating with cooperating faculty, staff and students in a
range of academic and administrative units.
WHEN? All year round
WHERE? All participating academic and administrative units at Brock University
WHY?
To foster international understanding, cooperation, and collaboration in all aspects of academic
activity and university governance
HOW?
By invitation or by application through the office of Brock International
WHO IS ELIGIBLE?
The UM program is designed for faculty or staff who are interested in professional development opportunities
with peers, not in further degree-related academic study. Participants in this program pay no fees, but are
responsible for covering their own expenses for travel, accommodations, and any ancillary requirements (visa
fees, health insurance coverage, etc.). In most cases, participants have been awarded funding by their home
governments or institutions for international travel and accommodation.
WHAT ARE THE FEATURES OF THE UNIVERSITY MENTORSHIP PROGRAM?
Activities may be academic or administrative in nature, and include:
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joint collaborative research with Brock faculty and staff
academic or administrative job shadowing
observation of teaching and learning techniques and classroom activities
development of administrative and support services, activities and programs
collaborative curriculum development
A volunteer faculty or staff mentor from within the Brock community works with the UM program participant.
The mentor's duty is to facilitate the participant's academic and / or professional activities while at Brock, e.g.:
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to serve as an advisor and contact person for the participant
to provide instruction and guidance in an informal or formal way
to engage in collaborative or directed research
to serve as an interface with the rest of the Brock community
to create opportunities for interaction with academics and professionals in the participant's area of
interest, and to engage the participant in meaningful representative professional activity
to provide non-obtrusive opportunities for the participant to observe and interact with classes and
seminars (academic) or with professional colleagues in a job context
Brock International will issue a formal letter of invitation to selected participants, coordinate transportation,
help to arrange accommodations and meal tickets where applicable, link participants with other university
colleagues, and arrange library and internet access. Successful applicants will be provided with free return
ground transportation from Pearson International Airport or Buffalo International Airport. In the event that a
UMP participant staying for one full academic term does not have housing pre-arranged upon arrival, Brock
International may cover up to one week of accommodations while the participant becomes established. Also,
Brock International will publicize the arrival of participants and offer every opportunity for interaction with the
broader Brock community.
While at Brock, participants in the University Mentorship program are provided with access to library and
university computer systems, including Internet access and an e-mail account. Brock International will
attempt to find office space for participants, though we can make no guarantees due to an acute shortage of
space in the university. However, participants will always have access to public space for academic work and
study at the university library.
Participants generally receive no formal degrees, diplomas, or other formal academic credit for their stay at
Brock, although Brock International can provide an official letter indicating the nature and extent of the
activities undertaken once their stay at Brock has ended.
WHEN DOES THE UM PROGRAM RUN?
The UM program runs throughout the year, though formal academic activities tend to be more concentrated
in the Fall (Sept.-Dec.) and Winter (Jan.-Apr.) semesters. Fewer courses are offered in the Spring Evening
(April-June) and Summer (July- August) semesters, and many faculty are involved in research activities at
that time. July and August are traditional summer vacation months for many Canadians.
WHERE IS THE UM PROGRAM OFFERED?
The UM program is offered at the main campus of Brock University, by all participating academic and
administrative units.
HOW DO I BECOME INVOLVED?
Participants in the University Mentorship Program are either invited to come to Brock, or apply to the program
themselves. (Brock faculty and staff may issue invitations to participate in the UMP by following the
guidelines listed in the website, "Inviting Participation in the University Mentorship Program").
If you are interested in applying to the University Mentorship Program on your own:
Determine your exact area of interest by consulting the Brock University website (http://www.brocku.ca) and
academic calendars.
Contact the offices of Brock International (NOT the academic or administrative unit you are interested in) by
e-mail (brockint@brocku.ca), fax (011-905-688-2074), or conventional post (Director, Brock International,
Office of the President, Brock University, 500 Glenridge Avenue, St. Catharines, Ontario, Canada L2S 3A1).
Prepare a statement of interest indicating what you propose to undertake under the UM program, and with
whom.
Upon receipt of your statement of interest, Brock International will then contact the faculty or staff members
active in your area of interest, to see if anyone is willing or able to act as a mentor.
If a willing mentor is located and appropriate approval is granted by relevant senior administrators, the
Director of Brock International will issue a formal letter of invitation to the applicant with information about the
next steps.
It is important to note that Brock can only accommodate a limited number of participants in the University
Mentorship program, and that faculty or staff members volunteer to be mentors. Therefore we cannot
guarantee acceptance.
You can learn more about courses and programs available at Brock by checking the Brock website
(http://www.brocku.ca) and the graduate and undergraduate calendars.
Literature cited
Brown, David T. Office of International Cooperation website: www.brocku.ca/international/ and associated
weblinks.
Ho, Elise, Barbara Bulman-Fleming, and Bruce Mitchell. 2003. Course Internationalization: Engaging
Students as Learning Resources. Unpublished manuscript, University of Waterloo.
Jones, Z. 2002. Organizational Strategies for Internationalization: A Case Study of the University of Alberta.
Doctoral dissertation, University of Alberta.
Jones, Zhi Lin and Mike Andrews. 2003. Complexities and Challenges: How Do Canadian Universities
Internationalize Themselves? Conference proceedings – Canadian Society for the Study of Education.
May, 2003. Halifax, Canada.
McKnight, J. 2000. Progress and Promise: The AUCC Report on Internationalization at Canadian
Universities. Canada: Association of Universities and Colleges of Canada (AUCC).