Intercultural Transofmrational Experiences of International Faculty in an American University

Abstract

This qualitative interpretive study investigated the intercultural and transformational experiences of selected international faculty in a public university in the southeastern United States. This study collected data using semi-structured interviews with seven African and Asian international faculty from a public university in the southeastern United States. The themes that emerged from the data showed that time was of the essence in achieving proficiency in the communication systems of the host environment. Learning about the culture of the host environment was a gradual learning process that involved strategies such as total cultural immersion in the university activities, regular interaction with American-born faculty, listening to the radio, and watching television and movies to improve spoken English. Participants indicated that their cultural transformational experiences were fostered by being embraced and shown a sense of inclusion and belonging, delegated functions, and receiving constructive feedback for improvement. Furthermore, participants alluded to the openness of the University environment to integrate their cultures, resulting in cultural hybridization and a unique and expanded identity. The study provides additional information on international faculty members’ cross-cultural adaptation and offers new insights into their acculturation and integration into the U.S. university system. The study can be valuable to administrators, diversity officers, program directors, and all professionals committed to advancing social equity within their campus community