Professional Development Programs for Professors at Asian English-Medium Universities

Abstract

English-medium instruction (EMI) has been implemented in higher education institutions mainly to foster internationalization. While previous studies have focused on the rise and need of EMI, few studies have examined the role of professional development (PD) for the faculty involved. The studies which have looked at PD mainly focused on European contexts (O'Dowd, 2018; Macaro, Jimenez-Munoz & Lasagabaster, 2019) while research in Asian contexts is rare. Thus, this study examines EMI-related PD programs, professors’ experiences and perceptions of such programs, and implementing EMI certification at comprehensive universities and science and technology universities in South Korea. A mixed-methods analysis was conducted by examining EMI-related policy documents to investigate the current state of EMI-related PD programs at the universities. In addition, a survey based on Macaro, Akincioglu, and Han (2020) was administered to 245 professors in order to analyze their perceptions of EMI, EMI-related PD programs, and EMI certification implementation. Follow-up interviews were also conducted for a more in-depth analysis. The results of the analyses showed that the EMI implementation rate was higher in science and technology universities than in comprehensive universities, whereas more systematic and substantive EMI-related PD programs were offered at comprehensive universities. Survey findings indicated that few professors had experience with pre- or in-service PD programs, and that professors held negative attitudes towards EMI certification implementation. Moreover, professors’ attitudes towards the importance, benefits and challenges of EMI, and preferences regarding the content of EMI-related PD programs differed among the universities sampled. This study highlights the need for a context-appropriate approach to EMI-related PDs to meet not only institutional but faculty’s needs regarding EMI policy. The audience will take away suggestions for effective EMI-related PD programs at research-intensive universities, and will be encouraged to share their thoughts and actively engage with the presenters in the Q&A session after the presentation.