of broader issues that deserve the attention of the profession. Some
tentative observations are presented below.
Forty-five percent of our respondents planned to enter the U.S. labor market for a time, and 15 percent planned to stay permanently. Although the influx of foreign students does not seem to be changing the predominantly male composition of the economics profession in the United States, it may raise the degree of ethnic and racial diversity. It may also change the content or style of economics education. U.S. economics departments are recruiting a growing number of foreign-born professors. Our interviews (and a perusal of biographies of faculty at
eight leading economics departments) suggest that the research and teaching interests
of this group of professors often include international and comparative dimensions
like economies in transition, development, political economy of poverty, and international finance.
Forty percent of our respondents planned to leave the United States before or immediately after graduation. Upon their return, these U.S.-trained economists are likely to influence the teaching and practice of economics in their countries. Ninety
percent of the students who planned to work for academic institutions said they would replicate their notes, textbooks and course syllabi to some extent. How such
materials will be adapted, if at all, to the circumstances and concerns of specific
countries is a matter that merits further inquiry.
In the paragraphs above, the author draws the audiences' attention to the importance on the internationalization of economic education owing to the rising proportion of international graduate students by offering some finding data as the evidence to strengthen the author's position.
Besides, in the second and third paragraphs, the author not only offered the readers quantative data,but the author claimed some qualitative analysis and assumptions which didn't be discussed in this article( the limitation of this research) based on the current survey data. Thus, in the end of the third paragraph, the author indicated that the evidences and assumptions above could be some references in the future research. It offers the audiences concerned about this subject much clearier about the extent of this research and some directions about the further work.
The large number of foreign students who are looking to non-academic careers could support the claim that curricular change is necessary to bridge the gap between
theoretical and applied economics. Others may argue that instead of reforming doctoral programs, the needs of these students could be met by improving the quality and availability of master’s programs in economics, perhaps with a focus in specific policy areas. Recent examples of shorter, more policy-focused master’s proNahid
Aslanbeigui and Vero´nica Montecinos 181 grams include the Program in Economic Policy Management at Columbia University (supported by the World Bank), programs proposed or implemented by the African Economic Research Consortium (AERC) in south-Saharan Africa, and various programs being developed throughout Central and Eastern Europe (Goodwin and Kayode, 1993; Goodwin, 1995). Also, there are recent efforts to create or improve local doctoral programs in economics in less developed regions (Fine, 1997).
In this paragraph, the author mentioned the alternative arguments of this article by indicating that some people may think it's more necessary to improve the quality and availability of MASTER'S programs in economics and some specific policy areas than focus on the reforming of doctoral programs. To give the alternative argument support, the author make some practical examples which has been conducted. It's the claim about the limitations of this research which only discuss about the necessity of internationalization of economic educations in doctoral programs, rather than the comparison between the signifacance of improving doctoral and master's programs. Thus, the author gave hints about the directions in the future work( for example: fill the gap whether to improve the doctoral programs in economics or to emphasize on the improvement of quality and availability of master's programs is more important than the other)
Many believe that the export of U.S.-style economics is a valuable contribution
to the welfare of nations (Harberger, 1993; Williamson, 1994). In some cases, politically savvy and technically skilled economists have contributed to the consolidation of economic reforms under democratic institutions. If economists’ technical credentials and skills are employed to encourage pragmatic cooperation among political parties and social groups, they may help reduce market and social instability (Montecinos, 1993; Domı´nguez, 1997). However, critics worry that some less desirable traits of the profession are also being replicated on a world scale (Amsden, 1992). For example, some analysts have argued that in Latin America, technically skilled economists may be so convinced of their diagnoses and solutions that when they obtain significant power over crucial policy decisions, they tend to bypass or sidestep representative bodies (Centeno, 1994; O’Donnell, 1995; Centeno and Silva, forthcoming). Others are concerned with what they feel is the inability of economists to address socially important but less quantifiable issues (Smelser and Swedberg, 1994).
The growing internationalization of economics education is a crucial dimension of the evolution of the economics profession. It deserves more systematic attention
both within and outside economics.
In the last second paragraph, although the author indicated the positive side of the export of U.S.-style economics, he claimed some possibly risks of it in the other side, which reemphasizes the significance of internationalization of economic education.So in the last paragraph, it restates the importance of the internationalization of economics education.
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