The Professoriate

1. Front Matter

   Pages i-ix

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2. Challenge and Change: The Academic Profession in Uncertain Times

   • Anthony Welch

   Pages 1-19

3. Globalisation’s Impact on the Professoriate in Anglo-American Universities

   • Janice Currie

   Pages 21-34

4. Academics and Institutional Governance

   • Peter Geurts, Peter Maassen

   Pages 35-58

5. Faculty Perceptions of University Governance in Japan and the United States

   • Takekazu Ehara

   Pages 59-69

6. From Peregrinatio Academica to Global Academic: The Internationalisation of the Profession

   • Anthony Welch

   Pages 71-96

7. Academics’ View of Teaching Staff Mobility

   • Jürgen Enders, Ulrich Teichler

   Pages 97-112

8. How Satisfied Are Women and Men with Their Academic Work?

   • Laurel Bornholt, Millicent Poole, John Hattie

   Pages 113-131

9. Academic Work Satisfaction in the Wake of Institutional Reforms in Australia

   • Craig McInnis, Malcolm Anderson

   Pages 133-145

10. Academic Challenges: The American Professoriate in Comparative Perspective

    • Philip Altbach

    Pages 147-165

11. Improve Teaching Methods or Perish

    • Ernesto Schiefelbein, Paulina Schiefelbein

    Pages 167-177

12. The Chinese Professoriate in Comparative Perspective

    • Rui Yang

    Pages 179-192

13. The Academic Profession in Hong Kong

    • Gerard Postiglione

    Pages 193-204

14. Conclusion: New Millennium, New Milieu?

    • Anthony Welch

    Pages 205-215

15. Back Matter

    Pages 217-223

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What does it mean to be an academic in the twenty first century? Clearly, there is no one answer to this question, as the diversity evident in the following chapters reveals. Elite research universities often tend to join with others of their kind, so that a professor from an elite US institution may well undertake a Japanese sabbatical (if at all) at the University of Tokyo, a UK semester at Oxford or Cambridge, or an Australian semester at the University of Sydney, or perhaps Melbourne. At each, they can expect to have at their disposal well-stocked libraries, replete with requisite books, journals and databases, (many now available electronically), as well as highly regarded specialist peers in their research areas, with whom they can discuss their work in detail. How can this academic lifeworld be compared with that of a member of the South East Asian professoriate, for example, or many in Latin America and Africa, where inadequate wages often necessitate taking on a second job, often at a lower quality private institution (which, however, likely offers better remuneration), and/or perhaps conducting a small business on the side (Welch 2003, Tipton, Jarvis and Welch 2003), and where the lack of basic infrastructure, as well as research training, means that teaching, and perhaps some administration, is perhaps the limit of one’s activities? The story of differentiation, however, is not limited todifferences between elite institutions in OECD countries and more modest institutions elsewhere.

• Governance
• education
• higher education
• teaching
• university

• University of Sydney, Australia

  Anthony Welch

Policies and ethics