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  3. For decades, research universities in the US have been universally acknowledged as the world’s leaders in science and engineerin

For decades, research universities in the US have been universally acknowledged as the world’s leaders in science and engineerin

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问题     For decades, research universities in the US have been universally acknowledged as the world’s leaders in science and engineering, unsurpassed since World War II in the sheer volume and excellence of the scholarship and innovation that they generate. But there are growing signs that the rest of the world is gaining ground fast—building new universities, improving existing ones, competing hard for the best students, and recruiting US-trained PhDs to return home to work in university and industry labs. Is the international scholarly pecking order about to be overturned?
    There is no question that the academic enterprise has become increasingly global, particularly in the sciences. Nearly 3 million students now study outside their home countries—a 57% increase in the last decade. Foreign students now dominate many US doctoral programs, accounting for 64% of PhDs in computer science. At the same time, growing numbers of traditional source countries of students are trying to improve both the quantity and quality of their own degrees, engaging in a fierce and expensive race to recruit students and create world-class research universities of their own.
    All this competition has led to considerable hand-wringing in the West. During a 2008 campaign stop, for instance, then-candidate Barack Obama spoke in alarmed tones about the threat that such academic competition poses to US competitiveness. "If we want to keep on building the cars of the future here in America," he declared, "we can’t afford to see the number of PhDs in engineering climbing in China, South Korea, and Japan even as it’s dropped here in America." Nor are such concerns limited to the US. In some countries, worries about educational competition and brain drains have led to outright academic protectionism.
    Perhaps some of the anxiety over the new global academic enterprise is understandable, particularly in a period of massive economic uncertainty. But educational protectionism is as big as a mistake as trade protectionism. The globalization of higher education should be embraced, not feared including in the US. There is every reason to believe that the worldwide competition for human talent, the race to produce innovative research, the push to extend university campuses to multiple countries, and the rush to train talented graduates who can strengthen increasingly knowledge-based economies will be good for the US as well because knowledge is a public good.
    The US should respond to the globalization of higher education not with angst but with a sense of possibility. By resisting protectionist barriers at home and abroad, by continuing to recruit and welcome the world’s best students, by sending more students overseas, by fostering cross-national research collaboration, and by strengthening its own research universities, the US can sustain its well-established academic excellence while continuing to expand the sum total of global knowledge and prosperity.
According to the author, how many students of various countries in the world were studying abroad ten years ago?
选项 A、About three million students.
B、About two million students.
C、About one million students.
D、About half million students.
答案B
解析 属事实细节题。但本题是对原文中细节的间接考查，让考生推断lO年前世界各国有多少学生留学国外。第二段中“Nearly 3 million students now study outside their home countries—a57％increase in the last decade．”这句话正是事实细节所在，通过简单计算即可得出选项B为正确答案。
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