Professors and Internationalization in Canada: Academic Disciplines and Global Activities

Year 2022, , 14 - 23, 30.11.2022

Grace Karram Stephenson Glen A. Jones Olivier Bégın-caouette Amy Scott Metcalfe

https://doi.org/10.2399/yod.22.202202

Abstract

This paper examines professors’ perceptions of internationalization activities at Canadian universities using the findings of the Academic Profession in the Knowledge-based Society (APIKS) survey. The findings suggest academic disciplines are the organizing logic for diverse manifestations of internationalization within the same universities. Professors in the hard sciences are more likely to publish internationally while those in the arts and humanities are more likely to internationalize their curriculum. The findings are analysed contextually, pointing to the decentralization of Canadian higher education as well as university governance which has exacerbated, yet rarely recognized, these disciplinary divides. The paper calls for new conceptual understandings of internationalization that take into account disciplinary divides.

Keywords

Academic profession, Canadian higher education, internationalization, professoriate, research, student mobility, teaching

Supporting Institution

Ontario Human Capital Research and Innovation Fund (OHCRIF) & Social Sciences and Humanities Research Council of Canada (SSHRC)

Thanks

This research did receive the financial support provided by the Ontario Human Capital Research and Innovation Fund (OHCRIF), administered by the Ontario Ministry of Training, Colleges and Universities, to develop this publication. The views expressed in this publication are the views of the authors and do not necessarily reflect those of the Government of Ontario. The writing of this paper was supported by the Social Sciences and Humanities Research Council of Canada (SSHRC) but the views expressed in this publication are the views of the authors and not SSHRC

Kanada’da Profesörler ve Uluslararasılaşma: Akademik Disiplinler ve Küresel Faaliyetler

Abstract

Bu çalışma, Akademik Meslekte Bilgiye Dayalı Toplum (APIKS) anketinin bulgularını kullanarak profesörlerin Kanada üniversitelerindeki uluslararasılaşma faaliyetlerine ilişkin algılarını incelemektedir. Bulgular, akademik disiplinlerin aynı üniversitelerdeki farklı uluslararasılaşma biçimleri için düzenleyici mantık olduğunu göstermektedir. Pozitif bilimlerdeki profesörlerin uluslararası yayın yapma olasılığı daha yüksek iken, sanat dalları ve beşeri bilimlerdeki profesörlerin ders içeriklerini uluslararasılaştırma olasılığı daha yüksektir. Bağlamsal analiz bulguları, Kanada yükseköğreniminin ademi merkeziyetçiliğinin yanı sıra bu disiplin ayrımlarını şiddetlendiren, ancak nadiren tanınan üniversite yönetişimine işaret etmektedir. Bunlara dayalı olarak, disiplin ayrımlarını dikkate alan yeni uluslararasılaşma anlayışları önerilmektedir.

Keywords

Akademik meslek, araştırma, eğitim-öğretim, Kanada yükseköğretimi, öğrenci hareketliliği, profesörlük, uluslararasılaşma

References

• Altbach, P. G. (1996). The international academic profession: Portraits of fourteen countries. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
• Anderson, T. (2015). Seeking internationalization: The state of Canadian higher education. Canadian Journal of Higher Education, 45(4), 166–187.
• Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. London: McGraw-Hill Education.
• Biglan, A. (1973a). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57(3), 204–213.
• Biglan, A. (1973b). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195–203.
• Bond, S. (2003). Untapped resources: Internationalization of the curriculum and classroom experience (No. 7; pp. 1–15). Ottowa, ON: Canadian Bureau for International Education. Retrieved from https://files.eric.ed.gov/fulltext/ED549984.pdf (November 15, 2020).
• CBIE (2020). International students in Canada continue to grow in 2019. Ottowa, ON: Canadian Bureau for International Education. Retrieved from https://cbie.ca/international-students-in-canada-continue-to-grow-in-2019/ (November 15, 2020).
• Chen, L. H. (2008). Internationalization or international marketing? Two frameworks for understanding international students’ choice of Canadian universities. Journal of Marketing for Higher Education, 18(1), 1–33.
• Cheng, L., & Fox, J. (2005). Towards a better understanding of academic acculturation: Second language students in Canadian universities. The Canadian Modern Language Review, 65(2), 307–333.
• Colavizza, G., Franssen, T., & van Leeuwen, T. (2019). An empirical investigation of the tribes and their territories: Are research specialisms rural and urban? Journal of Informetrics, 13(1), 105–117.
• Coulton, M. (2020). How the pandemic has disrupted the lives of international students in Canada. Macleans Education. Retrieved from https://www.macleans.ca/education/how-the-pandemic-has-disrupted-the-lives-of-international-students-in-canada/ (November 15, 2020).
• da Silva, T., Zakzanis, K., Henderson, J., & Ravindran, A. (2017). Predictors of post-secondary academic outcomes among local-born, immigrant, and international students in Canada: A retrospective analysis. Canadian Journal of Education, 40(4), 543–575.
• Friesen, R. (2013). Faculty member engagement in Canadian university internationalization: A consideration of understanding, motivations and rationales. Journal of Studies in International Education, 17(3), 209–227.
• Garson, K. (2016). Reframing internationalization. Canadian Journal of Higher Education, 46(2), 19–39.
• Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Thousand Oaks, CA: Sage.
• Global Affairs Canada (2019, August 22). Building success: Canada’s International Education Strategy 2019–2024. Ottowa, ON: Global Affairs Canada. Retrieved from https://www.international.gc.ca/education/strategy-2019-2024-strategie.aspx?lang=eng (November 15, 2020).
• Gopaul, B., Jones, G., Weinrib, J., Metcalfe, A., Fisher, D., Gingras, Y., & Rubenson, K. (2016). The academic profession in Canada: Perceptions of Canadian university faculty about research and teaching. Canadian Journal of Higher Education, 46(2), 55–77.
• Government of Canada (2020, October 8). The Daily—Financial information of universities for the 2018/2019 school year and projected impact of COVID–19 for 2020/2021. Retrieved from https://www150.statcan.gc.ca/n1/daily-quotidien/201008/dq201008b-eng.htm (November 15, 2020).
• Guo, Y., & Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851–868.
• Jones, G. A. (Ed.). (1997). Higher education in Canada: Different systems, different perspectives. New Yotk, NY: Routledge.
• Jones, G. A., Gopaul, B., Weinrib, J., Metcalfe, A. S., Fisher, D., Gingras, Y., & Rubenson, K. (2014). Teaching, research, and the Canadian professoriate. In J. C. Shin, A. Arimoto, W. K. Cummings, & U. Teichler (Eds.), Teaching and research in contemporary higher education: Systems, activities and rewards (pp. 335–356). Dordrecht: Springer.
• Jones, G. A., Weinrib, J., Metcalfe, A. S., Fisher, D., Rubenson, K. & Snee, I. (2012). Academic work in Canada: Perceptions of early career academics. Higher Education Quarterly, 66(2), 189–206.
• Karram Stephenson, G. (2013). International students as lucrative markets or vulnerable populations: A critical discourse analysis of national and institutional events in four nations. Comparative and International Education, 42(1), Article 1.
• Karram Stephenson, G. (2018). The state of internationalization in Canada: Strategic and innovative (International briefs for higher education leaders). Boston, MA: American Centre for Education, Centre for Internationalization and Global Engagement, Boston College.
• Kezar, A. (2014). Higher education change and social networks: A review of research. The Higher Education Journal, 85(1), 99–125.
• Knight, J. (2011). Education hubs: A fad, a brand, an innovation? Journal of Studies in International Education, 15(3), 221–240.
• Kwiek, M. (2019). Social stratification in higher education: What it means at the micro-level of the individual academic scientist. Higher Education Quarterly, 73(4), 419–444.
• Larivière, V., Gingras, Y., & Archambault, É. (2006). Canadian collaboration networks: A comparative analysis of the natural sciences, social sciences and the humanities. Scientometrics, 68(3), 519–533.
• Li, Y. (2004). Learning to live and study in Canada: Stories of four EFL learners from China. TESL Canada Journal, 22(1), 25–43.
• Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253–388.
• McCartney, D. M., & Metcalfe, A. S. (2018). Corporatization of higher education through internationalization: The emergence of pathway colleges in Canada. Tertiary Education and Management, 24(3), 206–220.
• Metcalfe, A. S. (2008). The changing academic profession in Canada: Exploring themes of relevance, internationalization, and management. RIHE International Seminar Reports, 12, 57–73.
• Ngobia, J. W. K. (2011). Internationalization and the undergraduate students: How domestic students experience interaction with international students. PhD thesis, Ontario Institute for Studies in Education University of Toronto, Toronto, ON, Canada.
• Odgers, T., & Giroux, I. (2009). Internationalizing faculty: A phased approach to transforming curriculum design and instruction. In R. D. Trilokekar, G. A. Jones, & A. Shubert (Eds.), Canada’s universities go global (pp. 252–276). Toronto, ON: James Lorimer & Co.
• Padilla-Gonzalez, L., Metcalfe, A. S., Galaz-Fontes, J. F., Fisher, D., & Snee, I. (2011). Gender gaps in North American research productivity: Examining faculty publication rates in Mexico, Canada, and the U.S. Compare: A Journal of Comparative and International Education, 41(5), 649–668.
• Rostan, M., & Antonio Ceravolo, F. (2015). The internationalisation of the academy: Convergence and divergence across disciplines. European Review, 23(S1), S38–S54.
• Sá, C. M., & Sabzalieva, E. (2018). The politics of the great brain race: Public policy and international student recruitment in Australia, Canada, England and the USA. Higher Education, 75(2), 231–253.
• Scott, C., Safdar, S., Trilokekar, R. D., & El Masri, A. (2015). International students as ‘ideal immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students. Comparative and International Education, 43(3), Article 5.
• Shubert, A., Jones, G. A. & Trilokekar, R. D. (2009). Introduction. In R. D. Trilokekar, G. A. Jones, & A. Shubert (Eds.), Canada’s universities go global (pp. 7–15). Toronto, ON: James Lorimer & Co.
• Tamtik, M. & Sa, C. (2020). The elusive pursuit of internationalization in Canadian research. In M. Tamtik, R. D. Trilokekar & G. A. Jones (Eds.), International education as public policy in Canada (pp. 90–110). Montreal, QC: McGill-Queen’s University Press.
• Tamtik, M., Trilokekar, R. D., & Jones, G. (2020). Conclusion: International education as public policy - the Canadian story. In M. Tamtik, R. D. Trilokekar & G. A. Jones (Eds.), International education as public policy in Canada (pp. 407–426). Montreal, QC: McGill-Queen’s University Press.
• Tierney, W. G., & Bensimon, E. M. (1996). Promotion and tenure: Community and socialization in academe. Albany, NY: SUNY Press.
• Trilokekar, R. D., & Jones, G. (2013). Finally, an internationalization policy for Canada. International Higher Education, 71, 17–18.
• Trilokekar, R. D., Jones, G. A. & Shubert, A. (Eds.). (2009). Canada’s universities go global. Toronto, ON: James Lorimer & Co.
• Trilokekar, R. D., Jones, G. A. & Tamtik, M. (2020). Introduction: The emergence of international education as public policy. In M. Tamtik, R. D. Trilokekar & G. A. Jones (Eds.), International education as public policy in Canada (pp. 3–25). Montreal, QC: McGill-Queen’s University Press.
• Zhou, G., & Zhang, Z. (2014). A study of the first year international students at a Canadian university: Challenges and experiences with social integration. Comparative and International Education, 43(2), Article 7.