111 The Internationalization of the Academic Profession: changes and realities Futao HUANG 黄福涛 Hiroshima University, Japan AC21 International Forum 2010 October 18-20, 2010 Shanghai Jiao Tong University Regal International East Asia Hotel

222 Outline Changes in the internationalization of the academic profession: a historical perspective Realities concerning the internationalization of the academic profession: a comparative perspective Comments and conclusions

3 Terminology The definition of the academic profession in a broad sense refers to all persons who teach or conduct research, or produce publications based on scholarly research at higher education institutions or research institutes inside or outside colleges or universities. In a narrower sense, the academic profession is defined as faculty members, including professors, associate professors, lectures or assistant professors who are mainly involved with teaching and research activities in higher education institutions. This presentation places an emphasis on discussion of the academic profession in this narrow sense.

4 Changes in the internationalization of the academic profession

555 Outline Changes in the internationalization of the academic profession: a historical perspective Realities concerning the internationalization of the academic profession: a comparative perspective Comments and conclusions

66 International survey on CAP and analysis focus This section focuses two major facets of the internationalization of the academic profession as they relate to seventeen countries by using sets of variables from the surveys conducted for the Changing Academic Profession (CAP) study in each country in The core questionnaire in the CAP were drawn from the First International Survey of the Academic Profession in , but many new and revised questions concerning the internationalization of the academic profession were developed. Each national survey has been slightly modified by each country- based team to account for regional differences nomenclature and other aspects that would affect local comprehension. However, the target group was set as the faculty working in the bachelor degree-awarding institutions or equivalent institutions. In addition, each national survey was asked to get back at least 800 valid responses.

7 Country Valid respondents Argentina825 Australia1,381 Brazil1,066 Canada1,152 China3,612 Finland1,403 Germany1,241 Hong Kong811 Italy1,701 Japan1,408 Korea910 Malaysia1,226 Mexico1,832 Norway1,011 Portugal731 UK1,227 US1,146 Total22,683 CountryMaleFemale Japan91.0%9.0% Korea81.3%18.7% Germany71.4%28.6% Hong Kong 67.3%32.7% Italy66.8%33.2% Mexico64.5%35.5% China62.9%37.1% Norway62.2%37.8% Canada59.1%40.9% US58.1%41.9% Portugal54.9%45.1% Brazil51.7%48.3% Malaysia51.7%48.3% UK50.7%49.3% Finland49.8%50.2% Australia49.7%50.3% Argentina41.4%58.6% Total61.8%38.2% CountryAverage age US51.8 Japan51.7 Italy49.6 Mexico48.2 Canada47.4 Australia47.1 Norway47.0 Argentina47.0 Hong Kong46.4 UK46.3 Korea46.1 Germany45.3 Brazil44.3 Portugal43.4 Finland43.3 Malaysia39.5 China38.8 Total45.5 The property of respondents

8 Respondents from the seventeen countries are divided into three groups in order of percentages of their mean scores: -the top five: the most internationalized group of countries; -the middle seven: the medium internationalized group of countries, and -the bottom five: least internationalized group of countries. In this section, only the responses from the most and the least internationalized groups will be discussed.

9 Teaching activities (1) First, respondents from Australia, Canada, Hong Kong, Malaysia, and Korea constitute the top five group. Notably, except for Korea, both Australia and Canada are Commonwealth countries, and Hong Kong and Malaysia are former British colonies. The first two are English- speaking countries and in the second pair, the English language is considered to be the most popular academic language or one of the official languages. In contrast, the responses from Brazil, Italy, Portugal, Argentina, and Germany indicated that they least emphasized international perspectives or contents in their courses, and so could be categorized as the least internationalized group.

10 Teaching activities (2) Second, the UK, Australia, Canada, Hong Kong and Malaysia belong to the top group. Again, the bottom group is represented by the responses from faculty from the same five countries identified in response to the statement on internationalized courses.

11 Teaching activities (3) Third, only 22% of the faculty in Malaysia and 42% of the faculty in Hong Kong responded that they used their mother tongues as teaching languages. It seems that in both cases, especially in Hong Kong, a relatively large number of faculty members prefer to adopt the English language in their teaching activities. In contrast, the bottom five group includes Japan, Portugal, Argentina, China and Brazil. Clearly, none of their mother tongues is the English language, neither are any of them former British colonies or colonies of any other English-speaking countries. They can be assumed to be least internationalized in this regard.

12 Research activities (1) First, Table 4 reveals that faculty from Portugal, Italy, China, Norway, and Australia could be considered as the top group of five countries placing most emphasis on the most international scope or orientation in their research activities. In contrast, faculty from Brazil, Korea, Mexico, US, and Argentina are ranked as the bottom group, offering the least incorporation of international perspectives or orientation in their research activities.

13 Research activities (2) Second, except for the English- speaking countries, it seems that the faculty from China, Japan, Mexico, Argentina, and Korea might belong to the bottom group because the larger percentage of them utilized their first languages as research languages, In a contrast, among the non English-speaking countries, the faculty from Norway, Italy, Finland, Portugal, and Germany might be ranked as the top group.

14 Research activities (3)

15 Outline Changes in the internationalization of the academic profession: a historical perspective Realities concerning the internationalization of the academic profession: a comparative perspective Comments and conclusions

16 Historically, the international perspective of the academic profession has been affected by complicated factors at national, regional and global levels. Its aims are not only limited to academic purposes, but also cater to political, cultural, managerial and commercial needs. In order to achieve all these aims, the forms of internationalization have become diversified. For example, they have gone beyond the simple mobility of faculty across borders or regions in the medieval era, and have come to include a wide variety of activities, such as developing internationalized curricula, implementing the use of the English language in teaching and research activities in non-English- speaking countries in particular, providing trans-national higher education services, which are often accompanied with commercial activities, establishing international organisations and networking, as well as building up quality assurance systems at a global level. In a major sense, an international perspective has been integrated into almost every dimension of academic activities.

17 In terms of the quantitative analysis of the CAP study, the majority of the respondents from the English-speaking countries, especially the UK, Commonwealth countries such as Australia and Canada as well as the former British colonies like Hong Kong and Malaysia, indicate that they have incorporated both international contents in their teaching and experienced an increase in numbers of international student since they started their teaching. They provide a sharp contrast to the respondents from countries in Latin America and Europe, typically represented by Brazil, Italy, Portugal, Argentina, and Germany. Many factors could be attributed to the striking differences between the two groups. To illustrate, historically speaking, the higher education systems, including academic systems, in Australia, Canada, Hong Kong and Malaysia are significantly affected by the UK model. More importantly, there exist considerable similarities among these countries in the strategy and practice adopted in internationalization of higher education in the most recent years. Additionally, it is noteworthy that in relation to the teaching language used in the seventeen countries, except for Hong Kong and Malaysia, more than 74% of the faculty indicated that they only used their mother tongues. That is to say, a huge majority of faculty from non-English- speaking countries insist on utilizing their mother tongues in their teaching activities.

18 On the other hand, the survey results for research activities show that a majority of faculty from Portugal, Italy, China, Norway, and Australia indicate that their primary research is international in scope or orientation. Of particular note for the items relating to publications is the high number of respondents from Norway, Germany, Finland, Portugal, Italy and Hong Kong who confirmed that they have achieved a great deal in these aspects. Furthermore, more than half of the faculty from Norway, Italy, Hong Kong, Finland, and Portugal confirmed that they used other language(s) instead of their first languages as research languages. Interestingly, in the group of English-speaking countries, in contrast to faculty in the UK, Australia, and Canada, a much smaller proportion of faculty in the US indicated that they have played an active role in internationalizing their teaching or research activities. While in non-English-speaking countries, it seems that a larger proportion of faculty from Norway and Finland attached importance to an international dimension in their teaching activities than those from China, Japan, Brazil and Argentina in particular.

19 Teaching Research Top group Bottom group Types of top groups and bottom groups in terms of some teaching & research activities The UK, the Commonwealth countries, and the former British colonies Brazil, Italy, Portugal, Argentina, and Germany Norway, Portugal, Italy, Germany, Finland, and Hong Kong China, Brazil, Mexico, and Argentina in particular

20 Thank you!