This book provides a critical review of the impact of international academics on teaching practices in higher education. As borders and boundaries become increasingly blurred and virtual citizenship starts to impact on ways of working, being able to teach seamlessly across cultures and political divides will be critical to ensuring a thriving higher education sector. This book captures the impact of academic mobility on teaching practices which have been informed by academics original cultures being modified to align with those of a host culture. The book comprises three thematic sections which take the reader through the various stages of the internationalisation of higher education teaching practice. It starts with how teaching identities are constructed and influenced by culture and geopolitical factors and concludes with an exploration into the emergence of the global teaching practitioner who is able to work seamlessly across borders and boundaries. The core sections include:i) the geopolitics of teaching identities, ii) a sense of belonging and the lived experience of the academic nomad and iii) academic transition, from migration to integration.

Providing practical tools for improving both students learning experiences and academics classroom practices this volume will be of use to researchers, students, and practitioners from the social sciences (specially business, management, and education) as well as foreign language tutors and TEFL practitioners. Human resource professionals, recruiters, and trainers responsible for recruiting, training, and developing international higher education staff will also find this book to be of interest.

Deborah Lock is a Professor of Inclusivity& Innovation in Teaching, and  Director of Birmingham City Business School, Birmingham (UK). She is an experienced academic leader with more than 20 years strategic level experience in higher education. As a career-hopper she has had numerous jobs (Bid Writer, Business Development Manager, Director of Enterprise, College Director of Education to name a few) through which she has developed a reputation for the successful delivery of education related change management projects. She received her PhD from University College, London (UK) and specializes in identity studies, cross-cultural management and leadership

Andrea Caputois Associate Professor (Reader) in Strategy& Entrepreneurship at University of Lincoln (UK) and at the University of Trento (Italy). He received his PhD in Management from the University of Rome Tor Vergata, School of Economics (Italy), and he is an Alumni of the INSEAD Advanced Valuation Programme. His main research expertise is related to negotiation, decision-making, entrepreneurship, and strategic management. He is the editor of the book series Entrepreneurial Behaviour (Emerald), and Associate Editor of Management Decision and the Journal of Management& Organization. His research was published in over 100 contributions, including articles in highly ranked journals.

Dieu Hack-Polay is Associate Professor in Organisational Studies at the Lincoln International Business School, University of Lincoln (UK) and at Crandall University (Canada). He worked for several years in various sectors of activity including the voluntary sector and local government as a human resources and training practitioner in the United Kingdom. He has several years of experience as an academic and has worked for various institutions internationally. He completed his PhD in Sociology at the University of Surrey and his Doctorate in Education (EdD) in Leadership& Management at the University of Lincoln. His research focuses on migrant workers and expatriates. He has published several books and journal articles in leading international journals. 

Paul Igwe is a Senior Lecturer and Programme Coordinator for BA Business& Enterprise Development at the Lincoln International Business School (UK). His research focuses on SMEs, rural entrepreneurship, entrepreneurial teaching, and learning pedagogy. He holds a PhD in Business from the University of Plymouth.

1. The Internationalisation of Higher Education Teaching Practices.- 2. Epistemologies of Internationalisation: Framing Cultural Positionality for Higher Education.- 3. Indigenous Pedagogy is Good Pedagogy: Applying Indigenous Pedagogical Approaches in the United Kingdom.- 4. The potential of African diaspora academics and diaspora academics in Africa in reshaping international higher education.- 5. The impact of western teaching practices on Chinese language teachers working in EMI Institutions in China: Perspectives, application and evaluation.- 6. Glocalism as the main challenge to academic nomads?.- 7. Workplace culture and professional recognition: coping experiences of South Asian immigrant academics in UK higher education.- 8. Belongingness Challenges of Repatriate Academics at International University Campuses.- 9. Educated for somewhere else: Borderlands and belonging in Caribbean Haiti.- 10. Career development of academic staff in the Russian Federation and the Czech Republic: From migration to integration.- 11. Americanization of Brazilian business and management curriculum.- 12. From nowhere to now-here: Academic Nomadism between defiance and continuity.- 13. Making a permanent move: Reconciling different approaches to teaching and learning as a permanent expatriate academic.-14. How do Hofstedes Cultural Dimensions Apply When Teaching Abroad?.- 15. The World Is Our Classroom: Innovative approach to teaching international business to multicultural student teams.- 16. The utilisation of international academics expertise in improving both students learning experiences and academics classroom practices.- 17. Navigating No-Mans Land: Facilitating the Transition of International Scholars to PhD Study: a case of a Scottish university.- 18. inclusive internationalization as a driver of the institutional entrepreneurial agenda in higher education.- 19. The importance of the international and social dimensions of learning in the post-covid higher education. The case of ESCP business school.- 20. internationalisation in practice: real-life lessons for university leaders.- 21. Conclusion: Borderlands, (Re)ordered Lands?