Do universities recognise the diverse teaching training needs of the migrant academics?

Academics move from one country to another for myriad professional reasons, including the pursuit of a more prestigious academic position or the furtherance of research opportunities. Migrant academics rarely make such international moves for better teaching or pedagogic opportunities. Yet most migrant academics are expected to teach in their new environments, often without any formal induction or training. The limited training that is available to them is through learning and teaching workshops or postgraduate programmes that adopt a one-size-fits-all approach. Such events and programmes rarely take into account the migrant academics’ previous teaching experience, culture or approach and are tailored more for academics who are new to teaching. The migrant academic is, therefore, likely to experience pedagogic dissonance or discomfort in their new teaching environments. The degree of dissonance experienced by migrant academics in their teaching is likely to be influenced by a multitude of factors. This article highlights some of these factors, with the view to help identify ways that the migrant academics can be best supported in their teaching