Abstract
While there has been considerable policy discussion about the need to internationalize American higher education, our understanding of the internationalization in American faculty’s research remains limited. This study intends to investigate the extent of internationalization in American faculty’s scholarly work and what individual and institutional levers shape faculty decisions to engage internationally. The results of a 2007–2008 comparative international survey provide insights into these important issues and suggest implications for enhancing the international engagement of US faculty.
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Notes
See, for example, Kalbfliesch (2005).
Holland posited the existence of six personality types and six analogous academic environments—largely reflecting the characteristics of clusters of academic fields—the Investigative, Social, Enterprising, Realistic, Conventional and Artistic. For a more detailed explanation of each personality type and academic environment, please see Smart and Umbach (2007) as referenced above.
Although to be sure there is an element of self-selection of faculty into relatively “compatible” academic fields and institutional settings.
Just how research and study abroad affect faculty values and worldviews, what durations seems necessary and the relative substitutability of simulated digital experiences constitutes an important arena for future research.
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Finkelstein, M.J., Walker, E. & Chen, R. The American faculty in an age of globalization: predictors of internationalization of research content and professional networks. High Educ 66, 325–340 (2013). https://doi.org/10.1007/s10734-012-9607-3
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DOI: https://doi.org/10.1007/s10734-012-9607-3