Global Connectedness and Global Migration: Insights from the International Changing Academic Profession Survey

The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics...

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Bibliographic Details
Published in:Brock education 2013-01, Vol.22 (2), p.56
Main Authors: McGinn, Michelle K, Ratković, Snežana, Wolhunter, Charl C
Format: Article
Language:English
Subjects:
Argentina
Australia
Brazil
Canada
China
College Faculty
Comparative Analysis
Faculty Workload
Finland
Foreign Countries
Foreign Workers
Germany
Global Approach
Globalization
Higher education
Hong Kong
Immigrants
International education
International Programs
Italy
Japan
Job Satisfaction
Malaysia
Mexico
Migration
Netherlands
Noncitizens
Norway
Portugal
South Africa
South Korea
Surveys
Tenure
United Kingdom
United States
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Summary:The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics are globally connected in their research and teaching, and the ways this connectedness relates to global migration. Across multiple measures, immigrant academics (i.e., academics working in countries where they were not born and did not receive their first degree) were more globally connected than national academics (i.e., those working in the countries of their birth and first degree). Global migration by academic staff is clearly a major contributor to the internationalization of higher education institutions, yet there was no evidence these contributions led to enhanced career progress or job satisfaction for immigrant academics relative to national academics. The international expertise and experience of immigrant academics may not be sufficiently recognized and valued by their institutions.
ISSN:1183-1189
1183-1189
DOI:10.26522/brocked.v22i2.342