Academic Inbreeding and Mobility in Higher Education

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Palgrave Studies in Global Higher Education

Series Editors:

Roger King, School of Management, University of Bath, UK; Jenny Lee, Centre for the Study of Higher Education, University of Arizona, USA; Simon Marginson, Institute of Education, University of London, UK; Rajani Naidoo, School of Management, University of Bath, UK

This series aims to explore the globalization of higher education and the impact this has had on education systems around the world including East Asia, Africa, the Middle East, Europe, and the US. Analyzing HE systems and policy, this series will provide a comprehensive overview of how HE within different nations and/or regions is responding to the new age of universal mass higher education. Titles include:

Michael Dobbins and Christoph Knill

HIGHER EDUCATION GOVERNANCE AND POLICY CHANGE IN WESTERN EUROPE

International Challenges to Historical Institutions Forthcoming:

Christof Van Mol

INTRA-EUROPEAN STUDENT MOBILITY IN INTERNATIONAL HIGHER EDUCATION CIRCUITS

Europe on the Move

Lý Tr`ân, Simon Marginson, HoàngĐô, Quyên˜ Đ˜ô, Trúc Lê, Nhài Nguy˜ên, Thao V˜_{u, Tha.ch Pha.m and H}ơưng Nguy˜ên

HIGHER EDUCATION IN VIETNAM

Flexibility, Mobility and Practicality in the Global Knowledge Economy Zinaida Fadeeva, Laima Galkute, Clemens Mader and Geoff Scott (editors) SUSTAINABLE DEVELOPMENT AND QUALITY ASSURANCE IN HIGHER EDUCATION

Transformation of Learning and Society

Maria Yudkevich, Philip G. Altbach and Laura E. Rumbley (editors) ACADEMIC INBREEDING AND MOBILITY IN HIGHER EDUCATION Global Perspectives

Palgrave Studies in Global Higher Education

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Academic Inbreeding and

Mobility in Higher

Education

Global Perspectives

Edited by

Maria Yudkevich

National Research University Higher School of Economics, Russia

Philip G. Altbach

Boston College, USA

Laura E. Rumbley

Boston College, USA

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Selection and editorial matter © Maria Yudkevich, Philip G. Altbach, and Laura E. Rumbley 2015

Individual chapters © Respective authors 2015

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Tables and Figures

Tables

1.1 National higher education experts’ opinions on formal

procedures versus real practices 11

3.1 Degrees held by academic staff at UBA, by percentage

(2004) 60

3.2 Number and percentage of graduates by level at national and private universities in Buenos Aires city and Greater

Buenos Aires (2009) 61

3.3 UBA professors according to the academic degree

currently pursuing, by percentage (2004) 63 3.4 UBA professors according to where they teach, if they

engage in research, and extent of external research

collaboration, by percentage (2004) 65

5.1 Full-time faculty at universities in Japan (2013) 103 5.2 Percentage of faculty members who acquired their ﬁnal

degrees at the university where they are currently

working (2012) 109

5.3 Percentage of alumni among faculty, by age and

institutional type (2010) 112

5.4 Percentage of faculty who completed PhD programs, by

ﬁeld/discipline and institutional type (2010) 112 6.1 Faculty who have additional employment because of

low salary levels (presented as a percentage of all those

who have additional employment) 135

6.2 Inbred and single-university faculty, by percentage and

absolute number 136

6.3 Percent of inbred faculty in different disciplines 138 6.4 Chair head and faculty opinions toward employment

policy 140

6.5 Faculty pathways to employment 141

6.6 Competitiveness of faculty salaries according to

university administrators 143

6.7 Importance of afﬁliation with academic

discipline/department/ university 147

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List of Tables and Figures vii 6.8 Faculty participation in research projects, by percentage

(2010, 2012) 148

9.1 Percentage of academic staff by university answering

YES to the following questions 215

10.1 Share of inbred faculty by ﬁeld 250

Figures

1.1 National higher education experts’ opinions on the degree of academic immobility in their respective

country 5

1.2 National higher education experts’ opinions on the level of inbreeding in the higher education system in their respective country, on average versus within the most

prestigious (top-quality) universities 6

1.3 National higher education experts’ opinions on the level of inbreeding in the higher education system in their respective country, on average versus within low-quality

universities 7

1.4 National higher education experts’ opinions on the reasons for academic inbreeding: uncompetitive

earnings in academia 8

1.5 National higher education experts’ opinions on the reasons for academic inbreeding: importance of social

ties 9

1.6 National higher education experts’ opinions on the reasons for academic inbreeding: preference is shown to inbred candidates only when they are more competent

than other candidates 9

1.7 National higher education experts’ opinions on the reasons for academic inbreeding: inbred candidates are hired only if a university is forced to use this hiring

policy 10

1.8 National higher education experts’ opinions on the ease

of ﬁnding academic employment 12

1.9 National higher education experts’ opinions on the importance of various factors in faculty hiring decisions:

professional output (such as published papers) 13 1.10 National higher education experts’ opinions on the

importance of various factors in faculty hiring decisions:

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viii List of Tables and Figures

1.11 National higher education experts’ opinions on the importance of various factors in faculty hiring decisions:

the job applicant is a graduate of the hiring university 14 3.1 Proportions of UBA graduates by degree type in relation

to national and private universities within commuting distance from the UBA (2009), and UBA inbreeding rates

(2004) 62

4.1 Inbreeding rates in research universities, 2006–2007 and

2013 80

4.2 Average numbers of publications of inbred and noninbred faculty in recent three years by academic

rank 82

4.3 All numbers of published articles in SCI/SSCI and

CNKI of inbred and noninbred faculty by discipline 84 4.4 Time span (in years) from receiving the highest degree

to reaching rank of full professor, by university 86 5.1 Percentage of faculty members who earned their ﬁnal

degrees at the university where they are currently

working, schools of law and engineering (1994–2010) 111 5.2 Percentage of inbred faculty among selected

comprehensive research universities (2009) 120 5.3 Percentage of inbred faculty at selected comprehensive

research universities in Japan, by age and status (2009) 121 5.4 Percentage of inbred faculty at selected comprehensive

research universities in Japan, by nationality and

academic ﬁeld (2009) 123

5.5 Frequency of information exchange concerning research and teaching among Japanese faculty in STEM ﬁelds

(2009) 125

5.6 Average number of published international-refereed journal articles in English over an entire career among

Japanese faculty in STEM ﬁelds (2009) 126

6.1 Distribution of faculty at public universities, by

academic rank 133

6.2 Distribution of faculty at public institutions, by type of

employment 134

6.3 Distribution of faculty in public institutions, by age 135 10.1 Distribution of faculty by household income, by

percentage (subjective estimates) 233

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Acknowledgments: The Inbreeding

Project

The concept for this research project stems from a concern about aca-demic inbreeding at the National Research University Higher School of Economics (HSE) in Moscow. An underlying objective of this research was to understand how inbreeding works in a selection of coun-tries where it is a common characteristic of the academic landscape. We assumed that a consensus existed that inbreeding was a negative practice and that policies were in place to eliminate or diminish it. Our research shows that this is not the case – and inbreeding contin-ues without much change in most of the countries included in this research.

The project was coordinated by Maria Yudkevich at HSE and Philip Altbach and Laura Rumbley at the Boston College Center for Interna-tional Higher Education (CIHE). Our methodology was quite simple and straightforward. Our research team in Moscow and Boston developed a template of key questions concerning inbreeding, and we approached colleagues in eight countries to write essays on the topic using our basic research questions and template as a guide. Our research group met in December 2013 in Boston for a working conference to discuss draft chapters and then returned home to prepare final versions. The country chapters, which are included in this book, vary somewhat in specific methodology, but all provide analysis based on our template. Our contributing authors also completed a common questionnaire, the purpose of which was to allow us to gather similar kinds of informa-tion from all of the study countries, in order to attempt to make some comparative analyses. These findings are explored in the introductory chapter.

We are indebted to our research team, who worked closely with us from the inception of this project. We are also indebted to Anna Panova and Elena Erlykova in Moscow for their assistance and participation. At Boston College, the CIHE team, including David Stanﬁeld, Yukiko Shimmi, and Ariane de Gayaradon, helped to plan and implement our workshop. Georgiana Mihut created the index for the book. Salina Kopellas, CIHE administrative assistant, provided additional support.

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x Acknowledgments: The Inbreeding Project

This project was funded by the National Research University Higher School of Economics in Moscow. The CIHE funded part of our working group conference in Boston. The Center for International Higher Educa-tion at Boston College cosponsored the research as part of continuing collaboration between CIHE and Laboratory of Institutional Analysis at HSE.

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Contributors

Philip G. Altbach is Research Professor and Director of the Center for

International Higher Education at Boston College, USA. He was the 2004–2006 Distinguished Scholar Leader for the New Century Scholars initiative of the Fulbright program. He has been a senior associate of the Carnegie Foundation for the Advancement of Teaching. He has written widely on the academic profession and is coeditor of American Higher Education in the 21st Century and many other books.

Saleem Badat is Program Director, International Higher Education and

Strategic Projects, at the Andrew W Mellon Foundation, New York. He was previously vice chancellor (president) of Rhodes University in South Africa. In 1999, he became the ﬁrst CEO of the Council on Higher Edu-cation, which advises the Minister of Higher Education & Training on higher education policy issues. Badat is the author of Black Man, You Are on Your Own (2010) and Black Student Politics, Higher Education and Apartheid (2002); coauthor of National Policy and a Regional Response in South African Higher Education (2004); and coeditor of Apartheid Education and Popular Struggles in South Africa (1990).

Tom Coupé is Associate Professor at the Kyiv School of Economics. Tom

obtained his PhD from the Free University of Brussels (ULB) in 2002. His research interests include economics of education, labor economics, and political economics. Tom has published his academic research in the Journal of the European Economic Association, the Journal of Economic Perspectives, Research Policy, and elsewhere. He regularly writes columns and articles for newspapers and magazines and has been a consultant for the European Economic Association, Routledge, UNESCO, and the World Bank.

Olga Gorelova is Research Assistant at the International Research

Lab-oratory for Institutional Analysis of Economic Reforms at the National Research University Higher School of Economics, Moscow. She is a mas-ter’s student in the Applied Methods of Market Social Analysis program at the same institution. Olga’s professional interests lie in the sphere of sociology of education (the academic profession, in particular) and methodological problems of dealing with missing data. Her current

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xii Notes on Contributors

research activity is focused on reasons and consequences of faculty immobility in different countries.

Manja Klemenˇciˇc is a researcher at the Minda de Gunzburg Center for

European Studies and the Department of Sociology, Harvard University, USA. She is also an associate researcher of the Centre of Educational Pol-icy Studies at the University of Ljubljana, Slovenia. Trained as a political scientist (and drawing from political sociology and social anthropology), she works in the area of higher education studies.

José-Ginés Mora is Visiting Professor at the Institute of Education,

Uni-versity of London, UK. He is an expert in higher education. He has been a member of the Bologna Follow-Up Group, vice-president of the Governing Board of the IMHE program (OECD), president of the EAIR (the European Higher Education Society), and member of the Steering Committee of ENQA (The European Association for Quality Assurance in Higher Education). He has been advisor and consultant for higher education matters for several European and American governments and international organizations (European Commission, World Bank, OECD). He has published extensively on higher education and on labor market of graduates.

Marcelo Rabossi is Professor and Researcher at the School of

Govern-ment, Torcuato Di Tella University, Buenos Aires, Argentina, teaching in the areas of Education Finance, Economics of Education, and Higher Education Administration and Policy. His research interests focus on governance and ﬁnancing, private higher education, and academic labor markets. He obtained a PhD in Education from the State University of New York, Albany (SUNY, 2008), an MA in Education from the Univer-sity of Illinois, Urbana-Champaign (UIUC, 2000), and a BS in Business Economics with a minor in Economics at Argentina’s Torcuato Di Tella University (UTDT, 1996).

Laura E. Rumbley is Associate Director of the Boston College Center

for International Higher Education, where she also serves as Lecturer in the graduate program in Higher Education Administration. She was previously the Deputy Director of the Academic Cooperation Associ-ation (ACA), a Brussels-based think tank focused on issues of inter-nationalization and innovation in European higher education. Laura has authored and coauthored a number of publications, including the foundational document for the 2009 UNESCO World Conference on

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Notes on Contributors xiii Higher Education, Trends in Global Higher Education: Tracking an Aca-demic Revolution. She is a coeditor of the Journal of Studies in International Education.

Hong Shen is Professor of Higher and Comparative Education and of

Economics of Education and the Vice Dean of the School of Educa-tion, Huazhong University of Science and Technology (HUST, one of China’s designated “985” universities). She is also the Director of the Hubei Provincial Center for Regional Development of Higher Education. Her scholarship focuses principally on the academic profession and fac-ulty development, higher education ﬁnance, and research universities. A former Fulbright Scholar (Pennsylvania State University) and visiting scholar (SUNY at Buffalo), she holds a PhD in management (1997), a master’s in education (1991) and bachelor’s in engineering (1982) from HUST China.

Elizaveta Sivak is a junior research fellow at the Laboratory for

Insti-tutional Analysis of Economic Reforms, National Research University Higher School of Economics. She was a visiting scholar at the Center for Studies in Higher Education at UC Berkeley (2007). Her research interests include the Russian and international academic profession and higher education.

Ilona Sologoub is a research associate at the Kyiv Economics Institute

(KEI) of the Kyiv School of Economics (KSE), since 2011. Previously, she worked as a risk analyst at a commercial bank and at the Ukrainian Par-liament. She obtained her MA from KSE in 2002. Her research interests include labor economics, economics of education, and demographics. At KEI, Ilona has taken part in research projects on the impact of economic crisis on education and labor migration studies.

Zhiping Xu is a PhD student at the Graduate School of Education

of Huazhong University of Science and Technology. He holds master’s and bachelor degrees in education from HUST and Northeast Normal University of China.

Akiyoshi Yonezawa is an associate professor at the Graduate School

of International Development (GSID), Nagoya University, Japan. With sociological background, he is mainly researching on the compara-tive higher education policies, especially focusing on world-class uni-versities, internationalization of higher education, and public–private

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xiv Notes on Contributors

relationship of higher education. Before moving to Nagoya University in October 2010, he worked at the National Institution for Tohoku Univer-sity, Academic Degrees and University Evaluation (NIAD-UE), Hiroshima University, OECD, and Tokyo University. He is currently serving as expert committee member of Central Council of Education, Ministry of Education (MEXT), Japan.

Maria Yudkevich is Vice-Rector of the National Research University

Higher School of Economics in Moscow, Russia (HSE), an associate pro-fessor in the Department of Economics and a director of the Center for Institutional Studies at HSE. Her interests and research focus on con-tract theory with a special reference to faculty concon-tracts, universities, and markets for higher education. She has been a co-organizer (jointly with Professor Philip G. Altbach of the Boston College Center for Inter-national Higher Education) of several interInter-national projects related to the academic profession in comparative perspective.

Pavel Zgaga is Professor of Philosophy of Education and Education

Pol-icy at the University of Ljubljana, Slovenia. In the 1990s, during the period of social and political transition in Slovenia, he was State Secre-tary for Higher Education and Minister of Education and Sport. After his return to academe, he served as a Dean of Education Faculty. In 2001, he cofounded the Centre for Educational Policy Studies (CEPS) at the University of Ljubljana and has been its director until today.

Bingbing Zhang is a PhD student at the Graduate School of Education

of Huazhong University of Science and Technology. He holds bache-lor’s degree in economics from Huazhong University of Science and Technology in China.