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The Outcomes of Chinese Visiting Scholars’ Experiences at Canadian Universities: Implications for Faculty Development at Chinese Universities

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This article examines the outcomes of the overseas experiences of Chinese visiting scholars and the implications of visiting scholar programs for faculty development at Chinese universities. On the basis of semi-structured interviews with 17 returned Chinese visiting scholars who spent six to 12 months in a faculty of education at one of five Canadian universities, the following significant aspects of their experiences and related outcomes were highlighted: The cycle of overseas experiences and associated outcomes of Chinese visiting scholars, factors influencing the outcomes of their overseas experiences, visiting scholar programs as a type of faculty development, and China-Canada academic collaboration through visiting scholar programs. The findings support the literature-based conceptual model for investigating the experiences and outcomes of visiting scholars. In the new era of sending university faculty abroad, we suggest that visiting scholar programs should be treated as an important approach to professional development for faculty and be incorporated into a comprehensive faculty development package for Chinese university faculty.

Affiliations: 1: Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Toronto ON M5S 1V6,; 2: Department of Applied Foreign Language Studies, Nanjing University, Nanjing 210093, China


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