Abstract

Internationalization is often depicted as an instrument for disseminating educational values and practices of hegemonic powers for cultural influence and domination. Core countries in the “Global North” dictate what counts as knowledge creation and feed dependencies with semi-periphery countries, most in the “Global South.” This divide creates global higher education hubs that distinguish systems at the core from those at the periphery. One of the mechanisms through which this divide solidifies is the training of future researchers. This chapter examines data from the perspectives of 5340 faculty members in Chile, Malaysia, and Turkey, three semi-periphery countries. We first ask to what extent do universities employ faculty with PhD training in core countries. We then test whether faculty’s perspectives on internationalization differ between those trained in core systems and those trained elsewhere. Second, we explore differences in terms of time allocation, preferences, and overall satisfaction. In general, results indicate that differences across countries are more significant than those among faculty members, and all faculty members feel a strong pressure for publishing abroad. However, those trained in core countries collaborate more with colleagues abroad, are slightly more critical about internationalization resources at their institutions, and allocate more time to external activities.