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The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enable

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问题     The word "globalization" usually conjures up images of globe-spanning companies and distance-destroying technologies. Its enablers are the laws of comparative advantage and economies of scale.
    In The Great Brain Race Ben Wildavsky points to another mighty agent o{ globalization: universities. These were some of the world’s first "global" institutions. In the Middle Ages great universities such as Paris and Bologna attracted "wandering scholars" from across Europe. In the 19th century Germany’s research universities attracted scholars from across the world. In the early 20th century philanthropists such as Cecil Rhodes and William Harkness established scholarships to foster deeper links between countries. By the 1960s globe-trotting professors were so commonplace that they bad become the butt of jokes. (What is the difference between God and professor so and so? God is everywhere. Professor so and so is everywhere but here. )
    Universities are obsessed by the global marketplace for students and professors. They are trying to attract as many students from abroad as possible (not least because foreign students usually pay full fees). Nearly 3 million students now spend some time studying in foreign countries, a number that has risen steeply in recent years. Universities are also setting up overseas. New York University has opened a branch in Abu Dhabi. Six American universities have created a higher-education supermarket in Qatar. Almost every university worth its name has formed an alliance with a leading Chinese institution.
    But globalization is going deeper than just the competition for talent: a growing number of countries are trying to create an elite group of "global universities" that are capable of competing with the best American institutions. China and India are focusing resources on a small group. The French and German governments are doing hattie with academic egalitarians in an attempt to create European Ivy Leagues. Behind all this is the idea that world-class universities can make a disproportionate contribution to economic growth.
    This is a fascinating story. But Mr. Wildavsky, a former education reporter who now works for both the Kauffman Foundation and the Brookings Institution, is too earnest a writer to make the best of it. He wastes too much ink summarising research papers and quoting "experts" uttering banalities. And he fails to point out the humour of sabbatical man jet-setting hither and thither to discuss such staples of modern academic life as poverty and inequality. Mr. Wildavsky should spend less time with his fellow think-tankers (who are mesmerised by the idea of a global knowledge economy) and more talking to students, who experience the disadvantages as well as the advantages of the new cult of globalization at first hand.
The phrase "globe-trotting professors" (Line 5, Paragraph 2) refers to teachers who______.
选项 A、have links with more than one university
B、are busy with teaching in a university
C、commit themselves to educating the talents
D、like to do research on global universities
答案A
解析 文章第二段描述了globe-trotting professors。第二段首先提出了一个新概念“全球化大学”，接着介绍随之出现的“流浪学者”——大学全球化的产物，而glob-trotting professors也是大学全球化的产物之一，所以这两个所表达的意思相近，都是指在全世界各地奔波的教授。他们之所以奔波，是因为他们同好几所大学都保持工作关系，trot有“小跑，奔波”之意，与名词globe组成合成词就可以理解为“在全球范围内奔波”，故[A]符合题意。[B]在“一所大学”不符合globe的意思。[C]和[D]在文章中未提及。  
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