Abstract
The chapter provides an overview based on both official statistics and the CAP data which serves as the context for the more focused empirical analyses of the remainder of the volume. It draws a picture of the internationalization of the academic profession writ large according to the results of the 2007–2008 Changing Academic Profession survey in 19 countries over 5 continents. Basic frequencies of physical border crossing for study, teaching and research, international research collaborations and co-publication, and “internationalization at home” are provided. The ways through which patterns of international activity interrelate to each other and academic field or discipline as well as linguistic tradition appears to shape patterns of international activity are also examined.
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- 1.
Here and throughout the text, we refer to South Korea or the Republic of Korea.
- 2.
In the case of Japan, like the USA, public expenditure is buttressed by high levels of private expenditure, not reflected here.
- 3.
The economies of countries that are classified as “high income” by the World Bank are considered as “mature” while those of countries that are classified as “upper middle income” are considered as “emerging” (http://data.worldbank.org/about/country-classifications).
- 4.
Although English is no more considered an official language in Malaysia, it remains an active second language especially in education and business.
- 5.
Soft disciplines include teacher training and education science, humanities and arts, social and behavioral sciences, business and administration, economics, and law; hard sciences include life sciences, physical sciences, mathematics, computer sciences, engineering, manufacturing and construction, architecture, agriculture, and medical sciences, health-related sciences, and social services.
- 6.
It must be noted, though, that many academics from either Australia, the UK, and the USA teach in Hong Kong; nevertheless, see also next note.
- 7.
According to a preliminary analysis of CAP data 2010, the role played by English as the second language in these two first groups of countries is somehow different. In three multilingual countries – Hong Kong, Malaysia, and South Africa – many academics (57–71 %) use English for teaching as their second language. In most cases, they are national academics employing a language which is not their mother tongue. So, it can be argued that in these countries the use of English to teach by nonnative speakers may have two goals: (a) introducing an international dimension into teaching and (b) providing a common language for education in a multilingual national context. In Canada, Australia, and the USA, the majority of academics employing English for teaching as their second language – more or less 2 out of 3 – are national citizens, likely belonging to linguistic minorities or having acquired the national citizenship during their career. International academics are a minority, around 1 out of 3. This situation is probably attributable to the historic international attractiveness of the three countries’ higher education systems. In the UK most academics employing English for teaching as their second language are international academics, mostly European, witnessing the attractiveness of the UK higher education system, especially at regional level.
References
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Cummings, W. K. (2008). The context for the changing academic profession: A survey of international indicators. In RIHE (Ed.), The changing academic profession in international comparative and quantitative perspectives (RIHE international seminar reports n° 12, pp. 33–56). Hiroshima: RIHE Hiroshima University.
Rostan, M. (2011). English as “lingua franca” and the internationalization of academe. International Higher Education, 63(Spring), 11–13.
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Rostan, M., Finkelstein, M., Huang, F. (2014). A Profile of CAP Participating Countries and a Global Overview of Academic Internationalization in 2007–2008. 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_3
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