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.
Alper Çalıkoğlu is a researcher in Turkey. His research interests lie in the fields of internationalization of higher education, the academic profession, and higher education governance and management. During his doctoral education, he has been to Finland as an ERASMUS exchange student and to the United States as a TÜBİTAK fellow and carried out research on faculty internationalization, international students, and institutional policies for internationalization in higher education. His recent articles related to internationalization and the academic profession include Faculty international engagement: Examining rationales, strategies and barriers in institutional settings (with Jenny J. Lee and Hasan Arslan, Journal of Studies in International Education, 2022) and Changing patterns of international academic mobility: Experiences of Western-origin faculty members in Turkey (with Fatma Nevra Seggie, Compare: A Journal of Comparative and International Education, 2021). Based on articles from the Academic Profession in the Knowledge-Based Society (APIKS) project, he has also co-edited a special issue on internationalization in the Journal of Higher Education, Turkey (with Fatma Nevra Seggie, Süphan Nasır, and Harun Serpil). He has served as an administrative board member of the Association for Higher Education Studies (YÖÇAD) in Turkey and is a Turkish team member of the APIKS project.
Glen A. Jones is Professor of Higher Education and former dean of the Ontario Institute for Studies in Education, University of Toronto. His research focuses on the academic profession, higher education governance and policy. He is a frequent contributor to the Canadian and international literature on higher education, and he has received awards for his contributions to research from the Canadian Association for the Study of Higher Education, the Canadian Bureau for International Education, and the Association for the Study of Higher Education; he was awarded an honorary doctorate from the University of Manitoba in 2018. His recent co-edited books include Universities in the Knowledge Society: The Nexus of National Systems of Innovation and Higher Education (with Timo Aarrevaara, Martin Finkelstein and Jisun Jung, Springer, 2021), International Education as Public Policy in Canada (with Marli Tamtik and Roopa Desai Trilokekar, McGill-Queen’s, 2020) and Professorial Pathways: Academic Careers in a Global Perspective (with Martin Finkelstein, Johns Hopkins University Press, 2019). He leads the Canadian research team for the Academic Profession in the Knowledge-Based Society project.
Yangson Kim is Associate Professor in Research Institute for Higher Education at Hiroshima University. Her areas of special interest focus on the academic profession, internationalization of higher education, research productivity and collaboration of academics, institutional context and governance of higher education,and comparative higher education in Asia-Pacific countries. Her recent research articles and book chapters have been published on the topics of internationalization and academic professions; stratified internationalization in Korean universities (Song & Kim, 2022), junior female academics in Korea and Japan (Kim & Kim, 2021; Kim & Sato, 2021), the influence of internationalization policy (Shimauchi & Kim, 2020), and challenges and experiences of international academics (Brotherhood, Hammond, & Kim, 2020; Huang, Daizen, Kim 2019). She co-edited the special issue of Higher Education Forum for the research teaching nexus of academics in the new era (with Gerard Postiglione, 2020). She was a Korean team member of the project Changing Academic Profession (CAP) and is currently a Japanese one of the Academic Profession in the Knowledge-Based Society (APIKS) project.
