The Internationalization of the US Academy: A Disciplinary Perspective

Abstract

US academics are much less likely to see an international dimension in their teaching and research when compared to their foreign counterparts. This chapter explores the factors that dispose US academics to see their work as internationally linked. The data suggest that internationalization in teaching activities may be relatively independent of internationalization in research activities and furthermore that internationalization as an attitudinal characteristic may be independent of actual behaviors, such as collaborative publication with foreign scholars and teaching abroad.