Academic work has become increasingly fragmented. The horizontal fragmentation of the profession into disciplinary tribes has been accompanied by the increasing role played by student affairs and educational development professionals who are located outside the academic units, but are actively engaged in types of academic work, including supporting teaching and student learning. More recently, there has been an increasing vertical fragmentation of academic work within academic units with the increasing use of contract university teachers and research assistants. In Canada, both horizontal and vertical fragmentation have occurred while universities and strong faculty unions have protected the "traditional" tenure-stream professoriate. Drawing on recent research, the author argues that Canadian full-time faculty have high levels of job satisfaction and are well remunerated, productive scholars. Maintaining the status and supportive working conditions of the full-time, tenure-stream professoriate has largely been accomplished through the labour cost efficiencies created by the increasing use of part-time, contractual university teachers, now frequently represented by labour unions that are quite distinct from their full-time peers. This paper discusses the challenges for academic governance and leadership associated with this increasing fragmentation of academic work in the context of the "global" university.
To date, much of the research on internationalization and globalization of higher education has focused on the institution or higher education system as the unit of analysis. Institution based studies have focused on the analysis of institutional practices and policies designed to further internationalization. System-level studies focus on state policy initiatives or approaches. In this paper we explore the inter-relationships among multiple levels of authority within a higher education system through an analysis of research policies and activities related to internationalization. While we are interested in the internationalization of university research, our primary objective is to explore the relationships between policy initiatives and approaches at different levels. Using the ''Global Higher Education Matrix'' as a framework, we discuss the policy emphasis on the internationalization of research at the federal, provincial (Ontario), and institutional levels of authority, as well as the international research activities associated with two large professional schools operating at the understructure level. By focusing on the inter-relationships among initiatives at different levels of authority, this study explores the complexity of policy perspectives within the internationalization of research in the context of multi-level governance. IntroductionThe interdependencies among global, national and local are of increasing interest in the higher education literature. Researchers seek a more integrated framework of analysis in order to understand the complexities caused by the internationalization of university research (Marginson and Rhoades 2002;Enders 2004). A more scrupulous investigation of each plane in the new framework reveals a series of fragmented elements that suggest that the internationalization of research is an incoherent and sporadic process, rather than an amalgamated and planned course of actions (Oleksiyenko 2008). The interrelationships among federal, provincial and institutional policies are one of the areas where such disconnections transpire. This paper sheds more light on the nature of such interdependencies. Before delving into the depths of the multifarious policy linkages in the internationalization of university research in Canada, we consider the broader global perspective of higher education internationalization.
A policy sociology approach is taken to examine the connections between neo-liberalism, post-secondary provincial education (PSE) policy in Canada and the impact of those policies. Our thesis regarding the broad political economy of PSE is that over the last two decades the adoption of this ideology has been a major cause of some dramatic changes in these policies and has brought about a fundamental transformation of PSE in Canada. The discussion builds on a comparative, multiple, nested case study conducted at the provincial (Québec, Ontario and British Columbia) and national level. Through the analysis of key provincial and federal documents, the team concludes that five themes dominated the PSE policy-making process. These themes are Accessibility, Accountability, Marketization, Labour Force Development and Research and Development. In discussing these themes, we illustrate their impact on and within the three provincial PSE systems: BC, Ontario and Québec. In the conclusion, we place the changes in their political and economic contexts and explicate the intended and unintended consequences of these policy priorities. We argue that the pressure for access has led to the emergence of new institutional types, raising new questions about differentiation, mandate and identity and new lines of stratification. A trend toward vocationalism in the university sector has coincided with 'academic drift' in the community college sector, leading to convergences in programming and institutional functions across the system, as well as competition for resources, students, and external partners. Unprecedented demand has made education a viable industry, sustaining both a proliferation of private providers and a range of new entrepreneurial activities within public institutions. Levels and objectives of public funding have swung dramatically
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