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"Rumbley, Laura"
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Academic inbreeding: local challenge, global problem
“Academic inbreeding”—involving the appointment of faculty members who graduated from the institution employing them—is considered a small and peripheral aspect of the academic profession but is quite widespread globally. This paper analyzes the nature of inbreeding and its impact on universities. Data from eight countries where inbreeding is widespread are analyzed in order to examine the perceived impact of the phenomenon on academics and universities. Our analysis reveals that while inbreeding has deleterious effects on universities, it is widely perceived as a “normal” part of academic life—and some positive aspects are evident.
Journal Article
Academic inbreeding and mobility in higher education : global perspectives
\"Academic inbreeding - hiring and promoting one's own graduates - is generally seen as a negative for academic quality and for universities - it is considered as unhealthy for universities as it is in the natural world. Yet it is remarkably widespread across the globe. This book is the first full scale international analysis of the phenomenon of inbreeding. Research from eight countries (including Argentina, China, Japan, Russia, Slovenia, South Africa, Spain and Ukraine) where inbreeding is common examines the phenomenon from a variety of perspectives, tracking its causes: historical tradition, the lack of a national labour market, the limited number of advanced degree holders, and others. Research shows that inbred faculties are not necessarily less productive than their non-inbred peers, but that inbreeding seems to foster hierarchy and a lack of innovative ideas\"-- Provided by publisher.
Book
Global university rankings: The “Olympic Games” of higher education?
Global university rankings are often thought of as games, defined by roles and rules that universities must play in order to confirm their legitimacy and gain visibility as actors in the global academic market. While some countries are well represented at the top of rankings charts, others are just joining the race and testing out different strategies to improve their positions. We use the metaphor of the Olympic Games to highlight some important characteristics of the high-stakes, highly competitive contests represented by global university rankings, and the role of rankings in the international higher education system in general. This comparison also allows for a better understanding of the limitations that exist in using ranking positions as an indicator of system success, and why universities should approach the rankings game with caution.
Journal Article
Global opportunities and challenges for higher education leaders : briefs on key themes
Higher education leaders today recognize the need to develop an international strategy for their institutions but may lack the knowledge and perspective required to inform good decisions. Institutions must create educational environments where students will begin to appreciate the complexity of global integration and develop skills to navigate it successfully. International outreach and initiatives enrich institutional culture but must be based on good information and analysis. To address this need, the American Council on Education (ACE) and the Boston College Center for International Higher Education (CIHE) launched a publication and webinar series titled International Briefs for Higher Education Leaders. The purpose of the series is to assist campus leaders in their efforts to make sense of a broad and complex set of issues inherent in the internationalization of American higher education today. In an era of \"information overload\" and in light of the realities of time constraints faced by busy institutional leaders, each Brief publication is organized around one clearly defined topic. This book features the key themes of global engagement, China, India, and the \"southern cone\" in Latin America.
Book
Trends in Global Higher Education and the Future of Internationalization
In turn, internationalization one of the most prominent aspects of contemporary higher education and one that can be considered both an object and an agent of change across the sector is also best understood when considered in the context of wider set of trends and issues that frame higher education globally. Getting a handle on how higher education will be impacted and its evolution is an enormous challenge for senior international officers and other professionals with responsibilities for leading internationalization efforts and tracing their relevance and import. For example, in the United Kingdom in 1st decade of the millennium, the Higher Education Funding Council for England invested millions of pounds into 74 thematic centers of excellence in learning and teaching, including some focused specifically on matters related to internationalization. It is clear that as a result of COVID-19 there will be significant effects on broad trends that are seen in higher education around the world today and specifically on internationalization.
Book Chapter
Everyone's a winner
The sector's Usain Bolts may take rankings gold, but other players are top-quality, say Maria Yudkevich, Philip Altbach and Laura Rumbley
Journal Article
Internationalization in the universities of Spain: Opportunities, imperatives, and outcomes
This study examines the experiences of four Spanish universities with the phenomenon of internationalization, as understood principally through the conceptual framework provided by Knight's (1994) Internationalization Cycle. It describes and analyzes how the universities of Spain have responded to the opportunities and imperatives to internationalize since Spain's adherence to the European Union in 1986, and provides a critique of Knight's (1994) model. The study draws on data collected from 23 semi-structured interviews with rectors, vice rectors, directors of international program offices, and key faculty at the Universidad Complutense de Madrid, Universidad de Sevilla, Universitat Pompeu Fabra, and Universidad Alfonso X El Sabio. Information from university documents, institutional websites, and multiple campus visits serve to round out the analysis of the international dimension at these institutions, which were purposefully selected to provide a measure of variety in terms of age, size, location, and type. As measured against Knight's (1994) six dimensions of internationalization, the case study institutions demonstrate high levels of awareness, commitment, and operationalization, but less dynamic performance in the areas of planning, review, and reinforcement. These institutions are motivated to internationalize based on historical and contemporary factors, as well as pragmatic and philosophical considerations. Their strategic priorities are highly geopolitical in nature, and are manifested most consistently through student mobility and faculty activities. Outcomes for internationalization are most apparent in terms of the universities' large numbers of inter-institutional agreements, significant levels of student and faculty mobility, and evolving political and administrative responses. The Delta Cycle for Internationalization is proposed as an enhanced framework for understanding and analyzing internationalization at the case study institutions. This construct asserts that rationale, strategies, and outcomes must be incorporated into any analysis of internationalization; that four key environmental factors—opportunities, imperatives, obstacles, and resources—define the edges and core of the internationalization cycle; and that change—both in terms of the perpetually fluid nature of the external environment and the transformational impact of the phenomenon on institutions—is a defining feature of internationalization.
Dissertation