Academic Identities and International Learning Experience

The lived experience of the author led to the
question of changing nature of academic identities
in international educational settings. In this
sense, the author s initial attitude towards the
topic stemmed from a genuine interest to find out
the extent of the benefits of international
experience to the personal and professional
development of academics. The research highlights
that such kind of learning experience can be one of
the important factors for re-shaping the academic
selves which leads to emerging new hybrid
identities as the combination of the past and
present academic lives. The book
respectively will be of great relevance to
the higher education reforms taking place in her
country, Georgia (Caucasus) because of its strong
connection to academic development which makes it
both an educational priority for Government, and
influences the daily lives of academics. In terms of
the latter, it is hoped that the project will help
to simplify many of the complex issues that arise in
this area into terms more familiar to
educationalists, and more generally to those with an
interest in this field.

Autorentext

Nino Uglava, PhD in Linguistics, a British Chevening Scholar, M.Sc. in Educational Studies majoring in Higher Education, University of Oxford, UK; BA in English Language and Literature, Akaki Tsereteli State University, Georgia. Currently works for the National Assessment and Examination Centre, Tbilisi, Georgia.

Klappentext

The lived experience of the author led to the question of changing nature of academic identities in international educational settings. In this sense, the author's initial attitude towards the topic stemmed from a genuine interest to find out the extent of the benefits of international experience to the personal and professional development of academics. The research highlights that such kind of learning experience can be one of the important factors for re-shaping the academic selves which leads to emerging new hybrid identities as the combination of the past and present academic lives. The book respectively will be of great relevance to the higher education reforms taking place in her country, Georgia (Caucasus) because of its strong connection to academic development which makes it both an educational priority for Government, and influences the daily lives of academics. In terms of the latter, it is hoped that the project will help to simplify many of the complex issues that arise in this area into terms more familiar to educationalists, and more generally to those with an interest in this field.