Yali Zhao – författare

Empowered Learning Through International Virtual Exchange is a rich and diverse collection of case studies, theoretical explorations, research projects, and best practices on international virtual exchange.International Virtue Exchange (IVE) offers a powerful alternative to traditional forms of international exchange by leveraging technology to connect individuals and institutions across the globe, providing more accessible and sustainable opportunities for cross-cultural engagement. Using authentic examples from higher education, this edited volume delves into the transformative and concrete impacts of virtual exchange in fostering global connections, removing barriers, and building bridges across cultures and nations. By highlighting successful models, identifying common challenges, and depicting real-world collaborations, these chapters aim to advance the field of IVE and inspire global institutions to adopt and support such initiatives in their own contexts.Researchers, educators, designers and technologists, and policymakers will find a wealth of replicable experiences from Australia, Brazil, the Dominican Republic, Germany, China, Ireland, Japan, Tunisia, the United States, and elsewhere.

Empowered Learning Through International Virtual Exchange is a rich and diverse collection of case studies, theoretical explorations, research projects, and best practices on international virtual exchange.International Virtue Exchange (IVE) offers a powerful alternative to traditional forms of international exchange by leveraging technology to connect individuals and institutions across the globe, providing more accessible and sustainable opportunities for cross-cultural engagement. Using authentic examples from higher education, this edited volume delves into the transformative and concrete impacts of virtual exchange in fostering global connections, removing barriers, and building bridges across cultures and nations. By highlighting successful models, identifying common challenges, and depicting real-world collaborations, these chapters aim to advance the field of IVE and inspire global institutions to adopt and support such initiatives in their own contexts.Researchers, educators, designers and technologists, and policymakers will find a wealth of replicable experiences from Australia, Brazil, the Dominican Republic, Germany, China, Ireland, Japan, Tunisia, the United States, and elsewhere.

This is the first book that probes the lived experiences of Chinese immigrant faculty in North American higher education institutions: their struggles, challenges, successes, etc. It explores how their past experiences in China have shaped who they are now, what they do and how they pursue their teaching, research, and service, as well as the reality of their everyday life that inevitably intertwines with their present and past diverse cultural backgrounds and unique experiences.Different from previous books that explore immigrant/minority faculty defined ambiguously and broadly and from the theoretical framework of ethnic relations, this book has a particular focus on mainland Chinese immigrant faculty, which offers a richer and deeper understanding of their cross-culture experiences through autoethnographic research and by multiple lenses. Through authors’ vivid portray of the ebbs and flows of their life in the academe, readers will gain an enjoyable and holistic knowledge of the cultural, political, linguistic, scholarly, and personal issues contemporary Chinese immigrant faculty encounter as they cross the border of multiple worlds.All contributors to this book had the experience of being the first-generation Chinese immigrants, and they either are currently teaching or used to teach in North American higher education institutions, who were born, brought up, educated in Mainland China and came to North America for graduate degrees from early 1980s to 2000.

This is the first book that probes the lived experiences of Chinese immigrant faculty in North American higher education institutions: their struggles, challenges, successes, etc. It explores how their past experiences in China have shaped who they are now, what they do and how they pursue their teaching, research, and service, as well as the reality of their everyday life that inevitably intertwines with their present and past diverse cultural backgrounds and unique experiences.Different from previous books that explore immigrant/minority faculty defined ambiguously and broadly and from the theoretical framework of ethnic relations, this book has a particular focus on mainland Chinese immigrant faculty, which offers a richer and deeper understanding of their cross-culture experiences through autoethnographic research and by multiple lenses. Through authors’ vivid portray of the ebbs and flows of their life in the academe, readers will gain an enjoyable and holistic knowledge of the cultural, political, linguistic, scholarly, and personal issues contemporary Chinese immigrant faculty encounter as they cross the border of multiple worlds.All contributors to this book had the experience of being the first-generation Chinese immigrants, and they either are currently teaching or used to teach in North American higher education institutions, who were born, brought up, educated in Mainland China and came to North America for graduate degrees from early 1980s to 2000.

This is the first book that probes the lived experiences of Chinese immigrant faculty in North American higher education institutions: their struggles, challenges, successes, etc. It explores how their past experiences in China have shaped who they are now, what they do and how they pursue their teaching, research, and service, as well as the reality of their everyday life that inevitably intertwines with their present and past diverse cultural backgrounds and unique experiences.Different from previous books that explore immigrant/minority faculty defined ambiguously and broadly and from the theoretical framework of ethnic relations, this book has a particular focus on mainland Chinese immigrant faculty, which offers a richer and deeper understanding of their cross-culture experiences through autoethnographic research and by multiple lenses. Through authors' vivid portray of the ebbs and flows of their life in the academe, readers will gain an enjoyable and holistic knowledge of the cultural, political, linguistic, scholarly, and personal issues contemporary Chinese immigrant faculty encounter as they cross the border of multiple worlds.All contributors to this book had the experience of being the first-generation Chinese immigrants, and they either are currently teaching or used to teach in North American higher education institutions, who were born, brought up, educated in Mainland China and came to North America for graduate degrees from early 1980s to 2000.