Abstract
To what extent has globalization of knowledge and the world’s economy over the past decade reshaped the academic profession into a more internationalized one? This chapter compares the responses of faculty in ten nations to similar items on an international survey in 1992 and 2007 as well analyzing differences in the 2007 responses of faculty at different career stages. The results suggest that, with a few exceptions, national faculties are no more likely to recruit foreign-born academics than in the past, while the proportion of foreign-educated academics has grown slightly. Moreover, there is little evidence of a sharp upswing in international research collaboration or co-publication or in the internationalization of teaching. While the percentage of national faculties engaged internationally has not changed substantially between 1992 and 2007, the tremendous growth in the size of national academic professions means that much larger numbers of academics across the world are not engaged internationally in their professional work.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
For example, academics in the research university tier of the US system (institutions that grant doctorates in at least some fields) are over twice as likely to engage in international collaboration as their colleagues in the 4-year college tier. Differences of similar magnitude are found in the other CAP countries that could make a distinction between first-tier research-oriented as contrasted to second-tier teaching-oriented institutions.
- 2.
The selection of particular contextual factors and drivers depends on the analytical topic; for example, an analysis of managerial practices might place greater emphasis on the ideology of public versus private good or the ideology of social equity versus elitism.
- 3.
The UNESCO numbers are for all higher education institutions including junior colleges and technical institutes, whereas the CAP sample only includes institutions that minimally confer bachelor degrees. While the scope for the numbers is thus not strictly comparable, they are at this time the only available numbers.
- 4.
Over the past decade, both Japan and Korea have instituted policies to increase their numbers of foreign-born academics and have achieved some success (Aoki 2005); it is possible that some of the foreign born that were in these national samples did not respond as the questionnaires were in the respective national languages.
- 5.
It should be noted that certain Korean IHE lately have begun to hire foreign faculty who do not speak Korean but do speak English, on the assumption that Korean students have sufficient English language skills to understand the lectures of these foreigners. Also there is a new trend for Korean-born faculty to be encouraged to teach in English and for students to take a certain number of courses in English irrespective of the English proficiency of the students or professors.
- 6.
In the case of Australia, the foreign-born academics are spread across all academic fields, whereas in Hong Kong they tend to be more concentrated in the humanities (especially English) and some of the social sciences.
- 7.
Hong Kong would appear to be the major exception with a significant increase in the proportion of academics that are domestically recruited—a “localizing” rather than an internationalizing trend.
- 8.
Note for 2007 we are using % of all who do research.
- 9.
Some possible reasons for this pattern include the likelihood that the younger scholars have had less time to prepare their courses, and to make appropriate international contacts, their course assignments are focused on more foundational courses that have less room for international content, and they have in their graduate training been more exposed to the postcolonial view of international content than their seniors who may have a more idealized view of Western scholarship.
References
Altbach, P. (2004). Globalization and the university: Myths and realities in an unequal world. Tertiary Education and Management, 1, 3–25.
Aoki, K. (2005). Japanese higher education Institutions in the 21st century: The challenge of globalization and internationalization. Electronic Journal of Contemporary Japanese Studies (Discussion paper 7). Retrieved on June 27, 2011, from http://www.japanesestudies.org.uk/discussionpapers/2005/Aoki.html
Chapman, D. W., Cummings, W. K., & Postiglione, G. A. (Eds.). (2010). Crossing borders in Asian higher education. Dordrecht: Springer.
Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Oxford: Pergamon.
Egron-Polak, E., & Hudson, R. (2010). Internationalization of higher education: Global trends, regional perspectives. 2009 IAU 3rd global survey report. Paris: IAU.
Green, M. F., et al. (2008). Mapping internationalization on U.S. campuses (2008th ed.). Washington, DC: American Council on Education.
Kerr, C. (1990). The internationalization of learning and the nationalization of the purposes of higher education: Two ‘laws of motion’ in conflict? European Journal of Education, 25(1), 5–22.
Knight, J. (2003). Internationalization of higher education practices and priorities: 2003 IAU survey report. Paris: IAU.
Knight, J. (2004). Internationalization remodeled: Definition, approaches and rationales. Journal of Studies in International Education, 8(1), 5–31.
Knight, J. (2006). IAU 2005 internationalization survey: Preliminary findings report. Paris: IAU.
National Science Board (2010). Science and Engineering Indicators. Washington: U.S. Government Printing Office
Ray, W., & Solem, M. (2009). Gauging disciplinary engagement with internationalization: A survey of geographers in the United States. Journal of Geography in Higher Education, 33(1), 103–121.
Scott, P. (1998). Massification, internationalization and globalization. In P. Scott (Ed.), The globalization of higher education (pp. 108–129). Buckingham: Open University Press.
Slaughter, S., Metcalfe, A., & Cantwell, B. (2010). A globalization of difference in higher education. Panel presented at the 35th annual conference of the Association for the Studies on Higher Education, Indianapolis, IN.
Teichler, U. (1996). The changing nature of higher education in Western Europe. Higher Education Policy, 9(2), 89–111.
Welch, A. (2005). From Peregrinatio Academica to Global Academic: The internationalization of the profession. In A. Welch (Ed.), Professoriate: Portrait of a profession (pp. 71–96). Dordrecht: Springer.
Wildavsky, B. (2010). The great brain race: How global universities are reshaping the world. Princeton: Princeton University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Cummings, W.K., Bain, O., Postiglione, G.A., Jung, J. (2014). Internationalization of the Academy: Rhetoric, Recent Trends, and Prospects. In: Huang, F., Finkelstein, M., Rostan, M. (eds) The Internationalization of the Academy. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7278-6_4
Download citation
DOI: https://doi.org/10.1007/978-94-007-7278-6_4
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7277-9
Online ISBN: 978-94-007-7278-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)