The purpose of this study was to develop and test the internal and external reliability of a novel research instrument which measures language support for international faculty members and its effects on integration. While previous research has focused on the contributions of international faculty and efforts to attract them, growing concerns about negative experiences and low rates of retention have led scholars to focus on institutional linguistic support. Specifically in emerging host countries, interest exists for the role of support for learning the local language. In this context, this study substantiates an instrument, the Institutional and Social Support Survey (ISS‐10) which quantifies social support and language support provided by host universities. The instrument was first refined using Rasch rating scale analysis and exploratory factor analysis (EFA). Subsequent linear mixed effects (LME) regression on a second administration of the instrument revealed that the ISS‐10 significantly predicts the integration of international faculty as quantified by the IPL‐12, an often‐used measure of migrant integration. The ISS‐10 may, therefore, be of interest to scholars researching international faculty integration where local language proficiency is a concern.

中文翻译：

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机构和社会支持调查 (ISS-10)：量化国际教师语言支持

本研究的目的是开发和测试一种新颖的研究工具的内部和外部可靠性，该工具可衡量对国际教职人员的语言支持及其对融入的影响。虽然之前的研究重点关注国际教师的贡献以及吸引他们的努力，但对负面经历和低保留率的日益担忧促使学者们将重点放在机构语言支持上。特别是在新兴东道国，人们对支持学习当地语言的作用存在兴趣。在此背景下，本研究证实了机构和社会支持调查（ISS-10）这一工具，该工具量化了主办大学提供的社会支持和语言支持。该工具首先使用 Rasch 评级量表分析和探索性因素分析 (EFA) 进行了改进。随后对该工具的第二次管理进行的线性混合效应 (LME) 回归显示，ISS-10 显着预测了国际教师的融合，如 IPL-12 所量化的那样，IPL-12 是一种常用的移民融合衡量标准。因此，ISS-10 可能会引起研究国际教师融合的学者的兴趣，其中当地语言能力是一个问题。