This volume provides a nuanced empirical assessment of the extent to which the academic profession is internationalized at the beginning of the 21st century. It indicates which are the most internationalized academic activities, and focuses on specific topics such as physical mobility for study or professional purposes, teaching abroad or in another language, research collaboration with foreign colleagues, and publication and dissemination outside one’s native country or in another language. It places the main theme in the wider context of the history of higher education’s internationalization. It provides explanations on what drives and deters academics from international activity, and documents some of the consequences that internationalization has on academic work and productivity. This study is based on a survey of 25,000 academics working at higher education institutions in 18 countries and Hong Kong on five continents. Comparing data from the 1992 Carnegie International study to the 2007 CAP survey, relying on respondents’ perceptions of change, and comparing different academic generations, it offers valuable insights on changes in the internationalization of the academy.

This book provides an overview on the major findings of a questionnaire survey of academic profession in international perspective. More than 25,000 professors and junior staff at universities and other institutions of higher education at almost 20 countries from all over the world provide information on their working situation, their views and activities. The study “The Changing Academic Profession” is the second major study of its kind, and changes of views and activities are presented through a comparison of the findings with those of the earlier study undertaken in the early 1990s. Major themes are the academics’ perception of their societal and institutional environments, the views on the major tasks of teaching, research and services, their professional preferences and actual activities, their career, their perceived influence and their overall job satisfaction. Emphasis is placed on the influence of recent changes in higher education: the internationalisation and globalisation, the increasing expectation to provide evidence of the relevance of academic work, and finally the growing power of management at higher education institutions. Overall, the academics surveyed show that worldwide discourses and trends in higher education put their mark on the academic profession, but differences by country continue to be noteworthy. Academics consider themselves to be more strongly exposed to mechanism of regulations, incentives and sanctions as well as various assessments than in the past; yet their own freedom, and responsibilities and influence shape their identity more strongly and are reflected in widespread professional satisfaction.

Providing an analysis of the relationship between Internationalization and Employability in Higher Education, this book considers the perspectives of both students and employers to illustrate how to reach positive employment outcomes for all stakeholders. Through a wide range of international case studies, this book delivers some key messages, including: The articulation of the link between internationalization and employability; The need for higher education institutions to communicate the benefits of an internationalized higher education beyond the academy; The need to ensure equity of graduate outcomes through enhanced internationalization at home; The impact of immigration policy on national benefits of internationalization of higher education; International study as a route to employability for migration purposes and building knowledge-based economies. Considering the skills developed by students through mobility experiences, while exploring the need for enhanced internationalization of the curriculum at home, Internationalization and Employability in Higher Education will be a key resource for any higher education policy makers or university staff associated with careers, employment, and integrated learning. It contains important messages for employers and recruiters.

This book makes a major contribution to the scholarship on internationalization in higher education by focusing on the perceptions and experiences of the academic profession in a comparative perspective. Drawing from data collected by the Academic Professions in the Knowledge-based Society (APIKS) project, the contributors to this volume are uniquely positioned to explore the impact and implications of internationalization on those who play the central role in the teaching and research functions of higher education: the professoriate. The core chapters address issues such as the roles of gender, discipline, and career stage in the international activities of academics in different countries, national differences in the perceptions and behaviors of university faculty in the internationalization of teaching, and of research within higher education systems on the perceptions and behaviors of academics. Each of these chapters draw on the existing research literature in these thematic areas as a foundation for the systematic analysis of the international APIKS dataset to illuminate and discuss key findings. This book offers a highly original and unique contribution to the study of internationalization in higher education because its editors and contributors, as participants in the APIKS project, have been able to raise and address key research questions using comparative international empirical data on the academic profession that has never before been available. Given the tremendous importance of internationalization and the global dimension of higher education, this volume offers unique, distinctive insights on the implications of internationalization for the academic profession and the very different ways in which these transformations are understood by academics both within and between systems.

As the nature of education generally, and higher education in particular, changes irrevocably, it is crucial to understand the informed opinions of those closest to the institutions of learning. This book, based on a survey of academics in 19 nations and conducted by leading global scholars, is a thorough sounding of the attitudes of academics to their working environment. As the post-WWII liberal consensus crumbles, higher education is increasingly viewed as a private and personal investment in individual social mobility rather than as a public good and, ipso facto, a responsibility of public authorities. The incursion of corporate culture into academe, with its ‘stakeholders’, ‘performance pay’ and obsession with ‘competitiveness’ is a matter of bitter debate, with some arguing that short-termism is obviating epoch-making research which by definition requires patience and persistence in the face of the risk of failure. This book highlights these and many other key issues facing the academic profession in the US and around the world at the beginning of the 21st century and examines the issues from the perspective of those who are at the front line of change. This group has numerous concerns, not least in the US, where government priorities are shifting with growing budget pressures to core activities such as basic education, health and welfare. Drawing too on comparable surveys conducted in 1992, the book charts the actual contours of change as reflected in the opinions of academics. Critically, the volume explicitly compares and contrasts the situation of American academics with that of academics in other advanced and developing economies. Such an assessment is critical both for Americans to chart the future of their indigenous tertiary enterprise, but also for shaping the response of the nations around the world who contemplate applying the American model to their own national systems.

This book explores key aspects of the personal, educational and professional characteristics of international faculty members, their work roles and challenges they face in Asia and the Pacific, compared to those from Europe and the United States. It focuses on globalization of the academic profession and provides a more comprehensive analysis of an overall portrait of international faulty members at work in various higher education systems.