Search

This article examines the development of teaching and research in International Relations (IR) in Cambodia. It argues that IR is a relatively nascent academic discipline, but a growing one. The discipline started to develop incrementally in the 2000s, partially resulting from the internationalization of higher education and growing student demand in the country. This preliminary study finds that mainstream Western theories dominate the discipline in Cambodia and realism is the dominant school of thought within it. Cambodian scholars, nevertheless, have a growing interest in exploring and learning Global IR, especially Asian IR. National experiences and circumstances are the key sources for developing indigenous IR theories, potentially contributing to the debates on Global IR. The publications by Cambodian IR scholars at home and abroad are highly valued by the local academic community. However, the lack of institutional support and research funding constrains IR-related research and publishing in Cambodia. Keywords: Cambodia, International Relations, academic discipline, Global IR., International Relations (IR) is a relatively new academic discipline in Cambodia. After gaining independence from France in 1953, Cambodia's academic institutions did not initially offer courses or programmes relating to [...]

Scholars who adopted de-centring as a strategy for globalising IR have embraced the notions of 'centre' and 'periphery' to highlight structural inequalities between North America and Western Europe and the rest of the world in the production of knowledge about world politics. In doing so, however, de-centring IR scholarship has portrayed the 'periphery' as if it is a new entrant to the 'international'. Yet, such a presumption is not in the spirit of globalising IR, which views the periphery as the 'constitutive outside'. By re-visiting the 1970s' centre-periphery approaches, the paper highlights the limitations of the de-centring approaches insofar as they have not always been attentive to the critical concerns of earlier theorisations about 'centre' and 'periphery', and underscores the need for studying the periphery as 'constitutive outside'. The periphery is 'outside' by virtue of having been left out of those mainstream narratives that the centre tells about the international; it is also 'constitutive' because those ideas, practices, and institutions that are typically ascribed to the 'centre' have been co-constituted by centre and periphery in toto. Keywords: Center, Periphery, Constitutive Outside, Decentering IR, Global IR Merkezsizlestirmeyi uluslararasi iliskilerin küresellestirilmesi için bir strateji olarak benimseyen arastirmacilar, dünya siyaseti hakkinda bilgi üretiminde Kuzey Amerika ve Bati Avrupa ile dünyanin geri kalani arasindaki yapisal esitsizlikleri vurgulamakta 'merkez' ve 'çevre' nosyonlarina sarildilar. Fakat bunu yaparken 'çevre'yi sanki 'uluslararasi'na yeni katilmis gibi sundular. Oysa ki böylesi bir kabul, çevreyi 'kurucu dis' olarak gören uluslararasi iliskileri küresellestirme yaklasiminin ruhuna aykiridir. Bu makale 1970'lerin merkez-çevre yaklasimlarini yeniden degerlendirerek, merkezsizlestiren yaklasimlarin daha önceki 'merkez' ve 'çevre' kuramsallastirmalarinin elestirel dertlerine dikkat etmedikleri ölçüde sinirli kaldiklarini vurgulamakta ve çevrenin 'kurucu dis' olarak çalisilmasi gerekliliginin üstünde durmaktadir. Çevre, merkezin uluslararasi hakkinda sundugu ana akim anlatilar tarafindan disarida birakildigi için 'dis'tadir; ancak ayni zamanda da 'kurucudur' zira tipik olarak 'merkez'e atfedilen bu düsünceler, uygulamalar ve kurumlar merkez ve çevre tarafindan birlikte olusturulmustur. Anahtar Kelimeler: Merkez, Çevre, Kurucu Dis, UI'yi Merkezsizlestirme, Küresel UI, Introduction In the 1970s, distinguishing between 'centre' and 'periphery' was offered as a key move by critical scholars who sought to move away from totalizing conceptions of the international which, [...]

Abstract: Ethnographers today find themselves experimenting with new approaches to digital ethnography amid pandemic-related restrictions on research. Yet such developments only accelerate a broader trend toward the dissolution of the [...]

Academic leaders at universities around the globe pursue US accreditation as a result of increasing globalization and internationalization of higher education. Few studies have examined administrators' experiences with US accreditation. We address the following research question: Why do some private higher education institutions in Mexico pursue and maintain accreditation by US accreditation agencies? We present findings from an exploratory qualitative study of the perceptions of higher education administrators and faculty from three private institutions in Mexico: Instituto Tecnológico de Estudios Superiores de Monterrey (Tec Monterrey or ITESM), Universidad de las Américas Puebla (UDLAP), and Centro de Enseñanza Técnica Y Superior (CETYS). We identify two isomorphic processes that led the universities to undergo review by US accreditors and discuss how those processes relate to time and location. Additionally, we discuss how administrators discussed accreditation as an interplay between internal leadership motivations and responses to external influences. Finally, participants see accreditation as part of larger efforts related to pursuing international academic recognition and educational quality. At the end of the paper, we discuss implications for future research and practice., Author(s): Beverly Barrett [sup.1], Frank Fernandez [sup.2], Elsa M. Gonzalez [sup.3] Author Affiliations: (1) grid.267208.9, 0000 0001 2286 975X, University of St. Thomas, , Houston, TX, USA (2) grid.251313.7, 0000 [...]

International mobility of doctorate holders is one important dimension of the general phenomenon of internationalization and globalization of research systems, which is supposed to have positive effects on economy and society. Although issues of international mobility for doctorate holders have been largely investigated, there is still relatively little information about the factors affecting those with degrees specifically in the social sciences and humanities (SSH). Considering this, the aim of the current paper is twofold: first, to investigate whether the propensity of a doctorate holder in SSH to experience a period of international mobility during the career is influenced by mobility during the educational stage; second, to examine whether the mobility after doctoral degree affects the choice of doctorates to return to their country of origin, as opposed to remaining abroad, controlling for peculiar aspects of the higher education sector of employment. The results show that international mobility during graduate education and at the moment of choosing the first job on attaining the PhD are important factors influencing the future mobility of doctorate holders in the SSH areas. These same factors also influence the individual's propensity to diverge (continue abroad) or converge (remain, return) with respect to their initial country of employment. The results of this investigation improve our knowledge about the effects generated by the early choices of individuals, which could support decision-makers in designing instruments addressing the international mobility of doctorate holders and, when relevant, creating the conditions for their return., Author(s): Emanuela Reale [sup.1] , Lucio Morettini [sup.1] , Antonio Zinilli [sup.1] Author Affiliations: (Aff1) 0000 0001 1940 4177, grid.5326.2, CNR-IRCRES Research Institute on Sustainable Economic Growth, , Via dei [...]

Policies on comprehensive internationalisation are currently in the focus of discourses on the development of internationalisation in European higher education. However, it remains to be answered, whether in Slovenian higher education, internationalisation policies and practices are indeed being implemented consistently and comprehensively, contributing to the overall quality of the higher education system. The paper obtains answers to this question through the analysis of different documentary sources and findings from semi-structured interviews, which were conducted as part of the PhD research. Firstly, it provides a general overview of the Slovenian higher education system, whilst afterwards, it explores the comprehensiveness of internationalisation in Slovenian higher education through the analysis of internationalisation policies before and after the Bologna Process. Based on the distinction between the 'abroad' and 'at home' dimension of internationalisation in higher education (Knight 2008 (See CR16)), it continues with the examination of trends in mobility and internationalisation at home, which represent essential parts of comprehensive internationalisation policies and strategies. On this basis, it discusses the real importance of internationalisation for the quality of (Slovenian) higher education and concludes that the existence of different internationalisation models results from diverse approaches and rationales for internationalisation and hence, from often-contrasting views of individual actors and stakeholders on what is the quality of higher education and its (comprehensive) internationalisation., Author(s): Marusa Hauptman Komotar [sup.1] Author Affiliations: (Aff1) Litija, Slovenia Introduction In recent years, internationalisation of higher education has experienced many transformations. In European higher education, this trend is known [...]