Internationalization is often portrayed as an instrument for the crystallization of hegemonic powers derived from colonial legacies. Thus, the countries of the “Global North” dictate what counts as knowledge production and feed dependencies with the countries of the “Global South”. This division creates global centers of higher education that clearly distinguish systems at the center from those at the periphery. One of the mechanisms through which this division solidifies is the training of future researchers. This chapter examines data from 5,340 teachers in Chile, Malaysia, and Turkey, three nations that form part of the Global South. First, we asked to what extent their universities employ professors with whom they did their doctorates in central countries. We then tested whether faculty perspectives on internationalization differ between those trained in major higher education systems and those trained elsewhere. Second, we explore differences in terms of time allocation, preferences, and overall satisfaction. The results indicate that differences between countries are more significant than between professors and that all professors feel strong pressure to publish abroad. However, those trained in core countries collaborate more with colleagues abroad, are somewhat more critical of internationalization resources at their institutions, and allocate more time to external activities than their peers.

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