Charles Wankel - IAM 2013 - Encouraging International Research-Proactice Collaboration

Encouraging International
Research-Practice Collaboration
Charles Wankel, Ph.D.
Professor of Management

St. John’s University, New York

Irish Academy of Management
Waterford
September 4, 2013

THE BIRTHPLACE OF
INTERNATIONAL COLLABORATION

In medieval Europe Irish
monks carried their learning
far and wide over the
continent thus founding
international collaboration
in education.
Karl W. Deutsch, Medieval Unity and the Economic Conditions for an International Civilization, The Canadian Journal of Economics and
Political, Vol. 10, No. 1 (Feb., 1944), pp. 18-35

The Moors shared learning
Emerging from the dark age, Europe benefited by
receiving through the Moors learning in mathematics
and other areas from the Islamic world.
Yasuhara, Yoshihito. “Journey to an International Collaboration on the Origins of Higher Learning.” History of Education 42, no. 3 (2013, May): 299-305.

International Collaboration’s Importance

International collaboration in research
and teaching accelerated in importance
in many nations in the 1980s as an
important issue that a nation’s higher
educational institutions must grapple
with.

Yasuhara, Yoshihito. “Journey to an International Collaboration on the Origins of Higher Learning.” History of Education 42, no. 3 (2013, May): 299-305.

The content of international
collaboration.
International collaboration occurs when scholars in
different countries work together sharing resources
including information and funding.

Terreberry, Shirley. “The Evolution of Organizational Environments.” Administrative Science Quarterly, 12 (1968): 590-613. *

INTERSECTORAL COLLABORATION
Academics have international collaborations
involving groups in other sectors such as industry
and government.

Glänzel, Wolfgang, and Andras Schubert. “Analysing Scientific Networks through Co-Authorship.” in Handbook of Quantitative Science and Technological
Research, eds. Henk F. Moed, Wolfgang Glänzel, and Ulrich Schmoch (Dordrecht, The Netherlands: Kluwer Academic Publishers, 2004), 257-276.

Phases of collaboration
Phases of collaboration:
Mulling over focal topics to address
Researching streams of research
(Who are extending this work?)
Suggesting, Agreeing, Planning and Preparing an
international research project
Doing it
Evaluating it.
Celebrating outcomes and benefits
Suarez-Balcazar, Yolanda, Joy Hammel, Liliana Mayo, Stephanie Inwald, and Supriya Sen. “Innovation in Global Collaborations: From Student Placement to Mutually Beneficial Exchanges.” Occupational Therapy International 20, no. 2
(2013, June): 94-101.
Spencer-Oatey, Helen. “Maximizing the Benefits of International Education Collaborations: Managing Interaction Process.” Journal of Studies in International Education 17, no. 3 (2012, July): 244-261.

Norms of International Collaboration
The legitimacy of international research
collaborations is a function of academe’s norms of
integrity, impartiality and collegiality.

Oleksiyenk, Anatoly. “Organizational Legitimacy of International Research Collaborations: Crossing Boundaries in the Middle East.” Minerva 51, no. 1 (2013, March): 49-69.

FEWER BUT BETTER
One measure of the extent and success of
International collaboration is the number of joint
publications generated. However, research has
found that those engaged in domestic rather than
international collaborations ended up with more
publications. Though, the quality of the
publications from international collaborations was
higher.
Katz, J. Sylvan, and Ben R. Martin. “What is Research Collaboration?” Research Policy 26, no. 1 (1997): 1-18.

CITATION OUTCOME
Conflicting Evidence - Leiumu and Korichevea
(2013) found international co-authored articles
weren’t cited more than domestically co-authored
papers in the field of ecology.

Tang, Li. “Does ‘birds of a feather flock together’ matter – Evidence from a longitudinal study on US-China Scientific Collaboration.” Journal of Informetrics 7, no. 2
(2013): 330-344.

Different strokes for different folks
Sometimes, there might be a divergence of
motivations for doing international collaboration.
One individual or institution might be focused on
financial benefits and another on educational
benefits and a third on research benefits. Of
course, sometimes these are intertwined. For
example, in the UK where institutional funding is
associated with research productivity.
Dunn, Lee, and Michelle Wallace. “Intercultural Communities of Practice.” in Teaching in Transnational Higher Education, ed. Lee Dunn and Michelle Wallace
(London: Routledge, 2008), 249-259.

Managing Stakeholder Expectations
Organizations in
international collaborations
must cope with the
incompatibilities of the
expectations of local and
global stakeholders.
Also, the expectations of
particular stakeholders are
sometimes dynamic and
changing over the course of
the project.
Oleksiyenk, Anatoly. “Organizational Legitimacy of International Research Collaborations:
Crossing Boundaries in the Middle East.” Minerva 51, no. 1 (2013, March): 49-69.

Clarifying the rules, budget, timeframes
and responsibilities
One function of stakeholders of international
collaborations (grant givers etc.) is to help define
the rules, budget, timeframes and accountability
norms.
Ryan, Christine, and Peter Walsh. “Collaboration of Public Sector Agencies: Reporting and Accountability Challenges.” International Journal of Public Sector
Management 17, no. 7 (2004): 621-631.
Jongbloed, Ben, Jürgen Enders, and Carlo Salerno. “Higher Education and its Communities: Interconnections, Interdependencies and a Research Agenda.” Higher
Education 56, no. 3 (2008): 303-324.

EU spurs to international collaboration
Funding of scholarship in the EU is increasingly
dependent of the level and intensity of
international collaboration. Though, sometimes EU
structures seem to channel researchers towards
other EU researchers rather than the world.
Toral, Sergio Luis. “External Collaboration Patterns of Research Institutions Using Shared Publications in the Web of Science.” Program – Electronic Library and
Information Systems 47, no. 2 (2013): 170-187.

International Mobility:
Erasmus Mundus
The Erasmus Mundus program intends to prepare
European and non-European participants for life in a
global, knowledge-leveraging society by supporting
the international mobility of both scholars and
students.
Šiška, Jan. “From Vision to Reality: Managing Tensions in the Development and Implementation of an International Collaborative Partnership Programme for Institutional
Change and Sustainable Development in Inclusive Education.” International Journal of Inclusive Education 17, no. 4 (2013, April): 336-348.

Budgets: ours and theirs
In the current time of budgetary austerity in many
places, teaching and research are seen as likely targets for
snatching resources. While in other places higher education is
still richly funded. Developing approaches that accommodate
both situations can be difficult but necessary. That
is, partnering with well-funded and less-funded colleagues.
Colleagues from Botswana can get USAID grants to present at
the Academy of Management, though only biennially.
Spencer-Oatey, Helen. “Maximizing the Benefits of International Education Collaborations: Managing Interaction Process.” Journal of Studies in International Education 17, no. 3 (2012, July):
244-261.

Power Dynamics
In international education projects, the
lead institution often dominates such
matters as communication modalities.
That is, a structure, a hierarchy might
seem to “emerge” for researchers from
the more resource laden institution and
nation yet seem to be more “imposed” for
researchers from the less resource laden
institution/nation.
Leask, Betty. “Transnational Education and Intercultural Learning: Reconstructing the Offshore Teaching Team to Enhance Internationalisation.” Paper presented at the Australian Universities Quality Forum, “Quality in a Time of Change,”
Adelaide, Australia, July 2004.

Institutional Politics as a Hurdle
Within a university, politics
and predilections of
executives can result in
collaborations with
particular
nations, institutions, or
through particular faculty
members being more
supported with resources
and approvals than others.
Oleksiyenk, Anatoly. “Organizational Legitimacy of International Research
Collaborations: Crossing Boundaries in the Middle East.” Minerva 51, no. 1
(2013, March): 49-69.

What time is it in the World?
Virtual global teams –
Virtual global teams can
operate synchronous and
asynchronously.
Synchronous meetings can
be problematic given time
differences and differences
in the robustness of
technologies.
However, mirror-image
timeframes can enable
“overnight” turnarounds of
work by partners.
Mortensen, Mark. “Constructing the Team: The Antecedents and Effects of Membership
Model Divergence” (working paper, INSEAD, European
Campus, Fontainebleau, France, 2013).

Weathered and Experienced vs.
Chipper and Rearing to Go
A great predictor of propensity to enter into
international collaborations is having already done an
international collaboration. They’ve already paid the
start-up cost of learning each other’s
languages, approaches, and methodologies.

Cummings, Jonathon N., and Sara Kiesler. “Who Collaborates Successfully?: Prior Experience Reduces Collaboration Barriers in Distributed Interdisciplinary Research.” Paper presented
at the ACM 2008 Conference on Computer Supported Cooperative Work, San Diego, CA, November 2008.

Eeny, meeny, miny, moe
Selection of international collaborators is often
influenced by the history, cultural and linguistic
proximity of potential partner nations.

Beaver, D. “Reflections on Scientific Collaborations (and its Study): Past, Present and Prospective.” Scientometrics 52, no. 3 (2001): 365-377.

RE-RE-SPECT-SPECT
Respect for local cultures and communication practices
can impact the success of international collaborations.

Be prepared as the boy scouts say. An administrator
from my university at a dinner given by our Lithuanian
colleagues asked what that interesting vegetable on her
plate was. She turned red and spastically choked when
she found out it was lard she had been relishing.
In English, phrases like “Be prepared” don’t have the
same impact as in nations with declined nouns where
the imperative case of it is more emphatic: “You be
prepared!!!!”
Munoz, Jaimie Phillip. “Culturally Responsive Caring in Occupational Therapy.” Occupational Therapy International 14, (2007): 256-280.

Networking Venues
Among the ways to internationalize faculty is
supporting their attendance at international
conferences, enabling sabbaticals at foreign
universities.

Spencer-Oatey, Helen. “Maximizing the Benefits of International Education Collaborations: Managing Interaction Process.” Journal of Studies in International Education
17, no. 3 (2012, July): 244-261.

LINKEDIN TO FIND
COLLABORATORS
IN ADVANCED SEARCH for example:
POSITION: PROFESSOR MANAGEMENT
NEAR: CHINA
KEYWORDS: INNOVATION
RELATIONSHIP: GROUP MEMBERS, 1st Connections
INDUSTRY: HIGHER EDUCATION

CREATE YOUR NETWORK
USING LINKED IN, BEFORE GOING TO VIENNA FOR
A CONFERENCE I ADDED 60 SOCIAL MEDIA
EXPERTS AS LINKEDIN CONNECTIONS. I THEN
ARRANGED A MEET-UP WITH THEM AT A VIENNESE
CAFÉ. THEY WERE AMAZED THAT SOMEONE FROM
NEW YORK COULD BRING THEM ALL TOGETHER
WHEN THEY DID NOT KNOW EACH OTHER. THE
POINT IS: YOU CAN CREATE YOUR NET WORK JUST
IN TIME BEFORE YOU GO SOMEWHERE.

Transnational Education Hurdles
Four challenges to transnational education are:
arriving at common goals and expectations and
negotiating relationships; achieving effective
communications among
institutions, educators, staff, and students;
designing and delivering curriculum and
assessment for “localized (yet) international”
content and teaching approaches; and supporting
transnational students.
Dunn, Lee, and Michelle Wallace. “Intercultural Communities of Practice.” in Teaching in Transnational Higher Education, eds. Lee Dunn and Michelle Wallace
(London: Routledge, 2008), 249-259. [p. 249]

Reading the Tea Leaves
Effective intercultural communication depends on
accurate translation of linguistic meaning and
grasping the pragmatic meaning, deriving from
background assumptions, implicit messages, etc.

Spencer-Oatey, Helen. “Maximizing the Benefits of International Education Collaborations: Managing Interaction Process.” Journal of Studies in International
Education 17, no. 3 (2012, July): 244-261. [p. 252]

INFERRING MEANING
Achieving mutual understanding can be difficult
because only a proportion of meaning can ever be
conveyed explicitly. Much has to be left for the
participants to work out, and in intercultural
interaction, this can be particularly problematic
because people may focus on different clues when
inferring meaning and/or they may arrive at
different meanings from the same clues.
•

DIRECT QUOTER FROM: P. 247 OF Spencer-Oatey, H., Işık-Güler, H., & Stadler, S. “Intercultural communication.” In The Routledge Handbook of Discourse
Analysis, eds. Michael Handford and ames Paul Gee (London: Routledge, 2011), 572-586.

COMMUNICATIONAL DIVERGENCE
When people have different preferences for
directness/indirectness and/or willingness to
disclose opinions, each party can find it difficult
both to interpret and to accept.
Dunn, Lee, and Michelle Wallace. “Intercultural Communities of Practice.” in Teaching in Transnational Higher Education, ed. Lee Dunn and Michelle Wallace
(London: Routledge, 2008), 249-259.

COMMUNICATION OF EMOTION
Sometimes, collaborators might hide misgivings in
their heart, leading to outbursts of
anger, complaints, or stony silence and
withdrawal, as found in the case of Chinese
collaborators with UK researchers.

Education 17, no. 3 (2012, July): 244-261.

Contextual Influences on
Communication
It is hard to pick up contextual factors necessary to
understand communications, especially remotely. A
solution to this is the inclusion of bilingual, culturallyaware individuals. Such people can describe and
explain a range of issues, including the educational
context, pedagogic beliefs and practices, management
procedures, and the local ways of working and
interacting, as was well best ways of handling such
matters.
Education 17, no. 3 (2012, July): 244-261. [pp. 252-253]

LANGUAGE
One Chinese educator commenting on a BritishChinese collaborations said: “I think we should
show consideration for each other in terms of
language. China is now developing very fast; they
should know some Chinese to communicate with
us… We have learned a lot of English, it’s their turn
to learn some basic Chinese, as it is two-way
communication. I find it weird that they don’t
know even a word of Chinese”.
Education 17, no. 3 (2012, July): 244-261. [p 251]

Hitching your wagon to a fast track
foreign colleague
This can be a Naas Road (N7) to high quality results
in international collaborations.

SOME ARE COLLABORATION TARGETS OF
MANY
Well-known world-class foreign researchers foreign
are more likely to be invited into collaborations by
virtue of being on the radar of colleagues in other
nations. Of course, these might well be people who
get things done.
Schmoch, Ulrich, and Torben Schubert. “Are International Co-Publications an Indicator for Quality of Scientific Research?” Scientometrics 74, no. 3 (2008): 485-503.
Kronegger, Luka, Franc Mali, Anuška Ferligoj, and Patrick Doreian. “Collaboration Structures in Slovenian Scientific Communities.” Scientometrics 90, (2012): 631-647.

If you want to get something done, give it
to someone who is busy
Multiple Collaborations – It is possible to join
multiple international collaborations at the same
time. There might be synergies or these might
dissipate the effort available for any of them.

Mortensen, Mark. “Constructing the Team: The Antecedents and Effects of Membership Model Divergence” (working paper, INSEAD, European
Campus, Fontainebleau, France, 2013).

SECRET OF SUCCESS IS NO SECRET
A secret of success to be at the center of global
innovation networks is for a university to have top
scholars with great networks.


Partnering with legitimate groups
International collaboration initiatives can be legitimated
by associated communities of interest, such as local
practitioners, sponsoring organizations, disciplinary
networks, and global agencies.
MacQueen, Graeme, and Joanna Santa-Barbara. “Peace Building Through Health Initiatives.” British Medical Journal, no. 321 (2000): 293-296. Markle, William H., Melanie A. Fisher, and
Raymond Smego, Jr. Understanding Global Health (New York: McGraw-Hill Medical, 2007).

Less traveled path value
Though, colleagues in
less represented nations
are more gung-ho and
doing studies with them
can provide very
publishable unique
findings given the
incredible array of
emergence and
development issues.

Large-scale internationalization
In Brazil, the Science Without Borders program was
initiated to reverse the insulation of its research
communities from the world. It is a largescale, nationwide scholarship program that is primarily
funded by the Brazilian federal government. The program
seeks to strengthen and expand Brazilian education in the
areas of technology, innovation and competitiveness by
providing opportunities for international studying to
undergraduate and graduate students and researchers.
The program is a joint effort of the Brazilian Ministry of
Education and the Ministry of Science and
Technology, through their respective funding agencies:
CAPES and CNPq. Overarching Goal: to qualify 100,000
Brazilian students and researchers in top universities
worldwide through 2014.

Doctoral Internationalization Consortia
The Doctoral Internationalization Consortia are a series of consortia in the
functional areas of business sponsored by the Centers for International
Business Education and Research at Duke University, Purdue
University, University of California - Los Angeles, University of
Michigan, University of Pennsylvania, University of Texas at Austin, and the
University of Washington. The purpose of these consortia is to provide
doctoral students in all functional areas of business an international
perspective regarding the major issues and research questions that are
related to their disciplines. The consortia will bring doctoral students together
with prominent faculty whose traditional areas or research has not been
international in scope, but who have recently internationalized their work.
Students will attend talks conducted by faculty members as well as
participate in group discussion sessions in which international research
agendas are developed.
http://www.foster.washington.edu/centers/gbc/P ages/doc_consortia.aspx

only 20 countries
International collaboration with China in higher
education was investigated across three levels
(collaborating countries, institutions and
individuals). 95% of international co-authored
papers represent collaboration with only 20
countries. The US thumb was in 40% of all. In the
case of Chinese collaborations, Chinese immigrant
scientists are heavily represented in collaborations
with scholars in China. (Model for Irish?)
Wang, Xianwen, Shenmeng Xu, Zhi Wang, Lian Peng, and Chuanli Wang. “International Scientific Collaboration of China: Collaborating Countries, Institutions and
Individuals.” Scientometrics 95, no. 3 (2013): 885-894. [p. 885]

CHINA AND USA
The countries collaborating the most with China as
indicated by the number of co-authored papers in
2010: 42% were with USA authors, 10% with
Japanese authors, and 9% with UK co-authors.

Individuals.” Scientometrics 95, no. 3 (2013): 885-894.

OTHERS JUMP OVER GREAT WALL TOO!
Other countries with significant Chinese
collaborations were:
Australia, Canada, Germany, Singapore, France, Sou
th Korea, Sweden, The
Netherlands, Italy, Switzerland, Russia, Spain, Belgi
um, India, Denmark, New Zealand, and Norway.

Individuals.” Scientometrics 95, no. 3 (2013): 885-894. [p. 889]

Scope of international involvement
In many countries, a few elite research institutions
are involved in the preponderance of international
collaboration, in contrast, the US has a wide swath
of universities involved.

Tang, Li, and Philip Shapira. “China-US Scientific Collaboration in Nanotechnology: Patterns and Dynamics.” Scientometrics 88, no. 1 (2011, July): 1-16.

GLOBAL GRADUATES
Some universities aspire to develop “global
graduates” through internationalizing their
curriculum with students studying in other
nations. As the University of Manchester
says: Employers are increasingly seeking to
recruit “global graduates” – graduates who
see the world through a wider lens and who
have both global knowledge and cultural
agility.
Spencer-Oatey, Helen. “Maximizing the Benefits of International Education Collaborations: Managing Interaction Process.” Journal of Studies in International Education 17, no. 3 (2012, July): 244-261.
http://www.careers.manchester.ac.uk/students/findingwork/workexperience/globalgraduates/

BORN GLOBAL STUDENTS & FACULTY
In some countries, a new academic culture is
emerging, such as in Korea, China, and Taiwan.
There, junior scholars are more collaborative
internationally than their seniors because they now
are pressured to publish papers more.
Shin, Jung Cheol, Soo Jeung Lee, and Yangson Kim. “Research Collaboration Across Higher Education Systems: Maturity, Language Use, and Regional Differences.”
Studies in Higher Education 38, no 3 (2013, April): 425-440.

SOME LOOK NEXT DOOR

Regional collaboration is great between the US and
Canada and in the post-Lisbon Strategy of 2000
Europe. It has not fully blossomed yet in East Asia
yet.
I notice the UK and Ulster colleagues here.
Archibugi, Daniele, and Alberto Coco. “International Partnerships for Knowledge in Business and Academia: A Comparison Between Europe and the USA.”
Technovation 24, no.7 (2004, July): 517-528.

CONNECT FROM HOME
Some government and foundation grant programs
aim at providing networks to people in developing
countries while encouraging and supporting their
remaining in their home countries.

Paina, Ligia, Freddie Ssengooba, Douglas Waswa, James M. M’lmunya, and Sara Bennett. “How Does Investment in Research Training Affect the Development of
Research Networks and Collaborations?” Health Research Policy and Systems 11, (2013, May).

SOME NATIONS HAVE A FOCAL HUB OR
HUBS FOR INTERNATIONAL
COLLABORATION

In some countries, such as
Uganda, there are key research
universities, such as Makerere
University that act as hub for research
and a focal point for interfacing with
foreign programs.
Paina, Ligia, Freddie Ssengooba, Douglas Waswa, James M. M’lmunya, and Sara Bennett. “How Does Investment in Research Training Affect the Development of Research Networks
and Collaborations?” Health Research Policy and Systems 11, (2013, May).

SOME LACK HUB SOMETIMES
DISSIPATING THE RESEARCH CULTURE
In Kenya, in contrast to Uganda’s hub
university, there are multiple research institutions
scattered around the country. However, this has
dissipated the research culture at particular
campuses, such as the University of
Nairobi, though.
Paina, Ligia, Freddie Ssengooba, Douglas Waswa, James M. M’lmunya, and Sara Bennett. “How Does Investment in Research Training Affect the Development of
Research Networks and Collaborations?” Health Research Policy and Systems 11, (2013, May).

GROWING NETWORK
Back in 2008, Leysdesdorff and Wagner fear 14
nations would come to monopolize the
international collaboration network. However, over
the past 5 years this group has almost tripled to 40
nations.

Leydesdorff, Loet, Caroline S. Wagner, Han-Woo Park, and Jonathan Adams. “International Collaboration in Science: The Global Map and the Network.” Information
Science & Library Science 22, no. 1 (2013): 87-94.

40-50 NATIONS ARE INTERNATIONAL
COLLABORATION CORE
International co-authoring has been dominated by
certain European nations and the USA. Between
40-50 nations are at the center of the international
networks. Almost all nations are involved in some
international collaborations.

Main international collaboration nations:
See Ireland top center!

CHINA IS 1ST PARTNER OF USA
International collaboration can make it seem that
the US is a part of Europe, though in fact China is
the first partner of the US in terms of international
co-authorship. In 2011, China and the USA was
represented by 12,450 publications while the USUK was only 11,337 publications.


A view of international collaboration
intensity

FRANCOPHONE NETWORK
Despite the nearly global use of English as the
language of research publication, the Francophone
countries in Africa still tend to collaborate with
each other to a large extent.

Adams, Jonathan, Christopher King, and Daniel Hook. Global Research Report: Africa (Leeds, UK: Evidence Thomson Reuters, 2010).

INTERNATIONAL COLLABORATION AS BAIT
Doctoral students find universities with
international collaborations more visible and are
attracted to them.

INTERNATIONAL COLLABORATION IS
EXCITING
It is more exciting to work with people with
different viewpoints.


ENLIGHTENMENT FROM AFAR
There is a higher probability of learning new
notions and approaches in international
collaborations.
Burt, Ronald S. Structural Holes: The Social Structure of Competition. (Cambridge: Harvard University Press, 1992).

DIVERSITY AND QUALITY
Studies of group creativity confirm that it is
diversity rather than conformity that leads to
higher quality results.

De Dreu, Carsten K.W., and Michael A. West. “Minority Dissent and Team Innovation: The Importance of Participation in Decision Making.” Journal of Applied
Psychology 86, no. 6 (2001): 1191-1201.

HECK, 7 YEAR OLDS PLAY WITH KIDS
AROUND THE WORLD
Innovation in information and communication
technologies have eliminated many barriers to
collaborations with far-flung people.
Li, Jane, and Toni Robertson. “Physical Space and Information Space: Studies of Collaboration in distributed Multi-Disciplinary Medical Team Meetings.” Behavior and
Information Technology 30, no. 4 (2011): 443-454.

FOR TEACHERS/STUDENTS ENRICHING
Cross-cultural learning experience for students and
faculty can be very enriching.

Suarez-Balcazar, Yolanda, Joy Hammel, Liliana Mayo, Stephanie Inwald, and Supriya Sen. “Innovation in Global Collaborations: From Student Placement to Mutually
Beneficial Exchanges.” Occupational Therapy International 20, no. 2 (2013, June): 94-101

QUALITY MAY NOT BE DESIRED
Equality is not necessarily desired – Sending email
to a Chinese international collaborator can be
considered offensive if that person holds a higher
status in their institution and their project. Since
some superiors dislike equality, on occasion it
might be better to submit paper or oral form
reports.

CHOICE AS REQUEST FOR EVERYTHING
In Chinese international educational exchanges
non-Chinese students might like a large diversity of
bibliographic recommendations to select from
among, while Chinese students are used to
learning whatever is presented to them, might
misinterpret such an array as an expectation that
they would read them all and consequently feel
stressed.

SUGGESTIONS SEEN AS VEILED ORDERS
Intercultural communication – One Chinese scholar
reported that the team at his institution were
initially unclear whether suggestions by the UK
project manager were commands or what the
timeframe they were to acted upon. However, they
came to recognize they could take time to mull it
over and then express their opinions. It turned out
not to be a major problem.

Na zdrowie
Though a teetotaller at the time, as a visiting
professor in Poland I was pressured by my
colleagues at the University of Warsaw to drink.
For example, not drinking to someone’s health was
an insult, though it seemed most toasts were na
zdrowie. The point is to decide when to fold.

GETTING YOURS DUCKS IN ROW
Achieving legitimization of international
collaborations can be challenging since different
stakeholders can have different notions of what is
desirable or appropriate.
Perrow, Charles. Organizational Analysis: A Sociological View (Belmont, CA: Wadsworth, 1970).
Ashforth, Blake E., and Barrie W. Gibbs. “The Double-Edge of Organizational Legitimation.” Organization Science 1, no. 2 (1990): 177-194.

BEEN THERE, DONE THAT
Different universities have different abilities to
address insipient problems in international
collaborations. Generally, ones that are more
established, complex, and with high interactive
capacities are most skilled.

Dowling, John, and Jeffrey Pfeffer. “Organizational Legitimacy: Social Values and Organizational Behavior.” The Pacific Sociological Review 18, no. 1 (1975): 122-136.
Pfeffer, Jeffrey, and Gerald Salancik. The External Control of Organization: A Resource Dependence Perspective. (Palo Alto, CA: Stanford University Press, 2003).

LEARNING FROM INTERNATIONAL
COLLABORATION
Benefit of International Collaboration: Learning –
International collaborations can be platforms for
learning about:
- foreign cultures
- new topics
- how to run such projects.

KNOWLEDGE EXCHANGES,
INNOVATIVENESS
International research collaborations foster mutual
learning through network of knowledge exchanges.
Participants are more innovative after figuring out
how to make international collaboration work.
Breschi, Stefano, and Francesco Lissoni. “Knowledge Spillovers and Local Innovation System: A Critical Survey.” Industrial and Corporate Change 10, no. 4 (2001):
975-1005.Hoekman, Jarno, Koen Frenken, and Frank Van Oort. “The Geography of Collaborative Knowledge Production in Europe.” Annals of Regional Science
43, no.3 (2009): 721-738.

POST 9/11 TRAVEL BUREAUCRACY
A barrier to international collaboration – scholars
in some nations are frustrated with travel
restrictions and the time required to obtain visas.

Oldham, Geoffrey. “International Scientific Collaboration: A Quick Guide.” SciDevNet, 2005, www.scidev.net/en/policy-briefs/international-scientific-collaboration-aquick-gui.html
Bradley, Megan. “On the Agenda: North-South Research Partnerships and Agenda-Setting Process.” Development in Practice 18, no. 6 (2008): 673-685.

FOREIGN COMMITTEE MEMBERS
Foreign examiners on PhD committees - In
Sweden, 43% of examiners are from abroad, most
commonly the USA and UK. The figure for Denmark
is 39%. However, this does not seem to stimulate
an increase international collaboration after a
dissertation defense.
Breimer, Lars H. “Swedish Biomedical PhD Examination: An International Forum and a Proposed Procedure for Europe.” Scientometrics 96, no. 1 (2013, July): 315322. [p. 315]

VALUE OF UNDESIRABLE FOREIGN
LOCALES
Unfavorable Times and Places – I was able to receive
a several thousand dollar a day teaching contract
from Columbia’s Business School in Siberia in
January. To a certain extent other candidates were
daunted by the minus 37 degrees Celsius
temperature.

Charles Wankel - IAM 2013 - Encouraging International Research-Proactice Collaboration

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Charles Wankel - IAM 2013 - Encouraging International Research-Proactice Collaboration