1. The Tension Between the Internationalization of Higher Education and the Issue of Foreign Workers Glen A. Jones Ontario Research Chair in Postsecondary Education Policy and Measurement Simon Fraser University, July 28, 2016

2. We have a new Centre! Centre for the Study of Canadian and International Higher Education (CIHE) Centre Head: Professor Creso Sa Website: www.oise.utoronto.ca/cihewww.oise.utoronto.ca/cihe Twitter: @OISE_CIHE Blog: https://ciheblog.wordpress.com/https://ciheblog.wordpress.com/

3. Presentation 1. Internationalization and faculty mobility 2. Review relevant findings from recent studies 3. Argue that reforms to the Temporary Foreign Workers program have had major implications for internationalization and faculty mobility – especially the ability of foreign faculty to visit Canadian universities.

4. Internationalization Internationalization at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of (postsecondary) education. Jane Knight (OISE)

5. Internationalization 1. Current discussion dominated by international student recruitment ($$$) 2. Limited analysis of faculty role BUT o faculty define curriculum o engage in international teaching and research o participate in international relationships o engage in international development, etc.

6. Faculty Mobility 1.Mobility via international labour market (inbound) Hiring a professor who is not Canadian Hiring a Canadian professor with international experience 2.Mobility within a Canadian academic career (outbound) Teaching at a university in another country Engaging in international research projects International partnerships/networks Visiting professorships 3. Mobility of faculty employed in other countries (inbound) Visiting professorships in Canadian universities (teaching, research, etc.)

7. Discussion Question Does international faculty mobility (inbound or outbound) play a role in the internationalization strategy/approach of your university (faculty/department)? If yes, how is international faculty mobility supported?

8. What if there was no international faculty mobility? 1. Implications for the curriculum 2. Implications for knowledge production 3. Implications for their relationships with an increasingly diverse (and international) student population

9. Challenging ethical questions 1. Hiring foreign faculty and brain drain 2. Academic colonization (inbound and outbound) Flows are not equal (North/South, institutional status) Can reduce (rather than increase) ways of knowing Challenges of ethical international development

10. Faculty Mobility To explore faculty mobility as a component of the internationalization of Canadian higher education through a review of relevant research on academic work (in Canada, and internationally). But I do not address the question of how or whether faculty mobility actually contributes to internationalization.

11. 1. Changing Academic Profession International project involving the administration of a common questionnaire in 2007-08 to faculty in 18 countries (plus Hong Kong). Canadian Research Team: Amy Metcalfe (UBC) Don Fisher (UBC) Yves Gingras(UQAM) Glen A. Jones (Toronto) Kjell Rubenson (UBC) With Bryan Gopaul (Toronto), Iain Snee (UBC), Julian Weinrib (Toronto) Next CAP survey will take place in 2017.

12. 2. Canada’s Universities Go Global (Trilokekar, Jones & Shubert, 2009)

13. 3. Professorial Pathways Professorial Pathways: Higher Education Systems and Academic Careers in Comparative Perspective -Martin Finkelstein and Glen A. Jones with collaborators from 10 countries -Should be published by Johns Hopkins Press in 2017.

14. 4. International Faculty in Higher Education International Faculty in Higher Education: Comparative Perspectives on Recruitment, Integration, and Impact Project leaders: Maria Yudkevich and Philip Altbach Canadian chapter: Diane Barbaric and Glen A. Jones Should be published by Routledge, December 2016.

15. Canadian Faculty  66% were Canadian citizens at birth (second lowest within CAP after Australia)  69% were Canadian citizens when they received their first degree  85% were Canadian citizens (at time of study)  51% have not been very internationally mobile (did not immigrate, travel for study, or spend much time outside country)

16. During the current (or previous) academic year, are you teaching courses abroad? (% of those who teach)

17. Research collaboration with international colleagues (This or previous year. % of those undertaking research)

18. So.. 1. A large minority of Canadian university faculty are quite internationally mobile 2. A large majority of Canadian university faculty are internationally engaged (research collaboration, teaching, development, etc.)

19. Academic Career Pathways 1.Academic profession in Canada is largely unregulated No licensure (unlike India or France) No national regulation on academic careers (for example, Germany) 2.External labour market for junior appointments Unlike internal labour markets in Russia and some Nordic countries where in-breeding is common Unlike some countries, Canadian searches can include both Canadian and international candidates (labour market viewed as international) 3.Career progress does not require national mobility (internal market) Unlike Germany, parts of Latin America Universities budget based on the assumption that faculty will spend their careers in their tenure-stream position

20. Academic Career Pathways 4. Canadian faculty teach in one (or two) major international languages which increase international possibilities 5. Full-time, tenure-stream faculty have job security and sabbaticals are regarded as an entitlement.

21. Faculty Mobility 1.Not an important element of Canadian government policy Unlike China, Russia, some EU programs International experience as a mechanism for system development, world-class university status 2. Tensions between international hiring and Canadianization Struggle for Canadian Universities – 1969 Universities Canada and CAUT 3. Few mechanisms to support international partnerships or research networks (though some recent movement)

22. Faculty Mobility 1.Universities searches for new tenure-stream faculty were international, but with a Canadian emphasis Temporary foreign workers program was used to obtain initial work visa for non-Canadians 2. Foreign faculty were relatively free to become Visiting Professors if invited by Canadian host. University rules might require letter from Department Head or Dean.

23. Temporary Foreign Workers Program  Embarrassing media stories led to major reforms of the TFWP, with details provided in February 2015.  Major implications for hiring non-Canadian faculty who had previously been employed under the TFWP. US/Mexico citizens now frequently obtain work visas under NAFTA. More complex processes for citizens of other countries. Huge increase in complexity and legal costs for universities.

24. Reforms to the TFWP  Tightened up requirements, enforcement and compliance for types of exemptions to the TFWP Jon Driver noted new challenges for international postdocs in our opening session  There are now much more complicated processes for Visiting Professors to obtain work visas (designed to ensure that they are not taking Canadian jobs)

25. Visiting Professors 1.VP informally explores possibilities with Canadian host/partner 2.VP must be invited by host university. 3.After acceptance, host university must sponsor for work permit and pay $230 Employer Compliance Fee 4.If approved, host university will be given number that VP can then use to apply for CDN work visa 5.This is taking place while VP is navigating requirements of home nation/university funding, approvals, visas

26. Universities Must Comply 1. Failure to do so can lead to major fines or have implications for their ability to sponsor TFWP candidates. 2. Decisions are subject to audit. 3. Rationale for new fees was to pay for additional program audit costs.

27. Faculty Mobility  Reform of the TFWP has had serious implications for faculty mobility and internationalization Hiring non-Canadian faculty still takes place, but it is more costly, complex, and requires highly specialized expertise Processes for Visiting Professors have become far more cumbersome and costly – a true barrier to international relations (and there are important ethical, development, and academic relations issues here). There are similar concerns for international postdocs, research students, etc.

28. Concluding Observations 1. Canadian faculty have reasonable levels of international mobility 2. Canadian universities view the academic job market as international, not just national 3. The structure of tenure-stream careers provides the conditions for mobility (job security, sabbaticals, little regulation)

29. Concluding Observations 4. Faculty mobility is not a priority within internationalization policy No Canadian Fulbright program No special support for mobility as a form of professional development or internationalization 5. The TFWP reforms create a barrier to internationalization and international academic relations 6. We need to focus more attention on faculty mobility and the outcomes of mobility in terms of internationalization. Is faculty mobility an innate good? Should it be encouraged and rewarded? Should being “international” be viewed as an advantage in academic hiring?

30. Thank you @glenjonesoise Glen.jones@utoronto.ca @ www.glenjones.ca

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