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Academic mobility and migration: Reflections of international academics in Australia
Abstract
The internationalisation of academia has significantly altered the higher education environment. Interactions between academic staff and students from a range of social, political and cultural backgrounds are now commonplace. Within this context, it is important to explore the professional and personal impact of internationalisation on academics and academic environments. This chapter synthesises the global literature on academic mobility and migration through the lens of personal reflections by three international academics at an Australian-based university. The reflections focus on the complexities of transitioning to a new academic environment, the unique challenges often encountered by international academics, and how these impact on their teaching and research experiences as well as on their professional identity. The nature of the adjustments and changes in lifestyle that academics make when transitioning to an overseas academic environment are explored, with reference to implications for future developments in academic mobility.
... Australian higher education institutions attract international academics for the purposes of filling gaps in an aging professoriate (Welch, 2021), addressing a lack of succession planning (Loomes et al., 2019), improving international university rankings globally (Dowsett, 2020;Johansson & Śliwa, 2014;, attracting researchers capable of generating high-quality research outputs and for institutional accreditation purposes (Johansson & Śliwa, 2014). International academic mobility is considered inherently beneficial not only for the individuals who gain greater earning capacity (Balasooriya et al., 2014) but also for higher education institutions and student populations through exchanges of knowledge and know-how, mainly in teaching and research (Balasooriya et al., 2014;Minocha et al., 2019;Singh & Chowdhury, 2021). For the purposes of this article, international academics are individuals born overseas, "educated and enculturated in one system of education and currently teaching and researching in another" (Walker, 2015, p. 61). ...
... Australian higher education institutions attract international academics for the purposes of filling gaps in an aging professoriate (Welch, 2021), addressing a lack of succession planning (Loomes et al., 2019), improving international university rankings globally (Dowsett, 2020;Johansson & Śliwa, 2014;, attracting researchers capable of generating high-quality research outputs and for institutional accreditation purposes (Johansson & Śliwa, 2014). International academic mobility is considered inherently beneficial not only for the individuals who gain greater earning capacity (Balasooriya et al., 2014) but also for higher education institutions and student populations through exchanges of knowledge and know-how, mainly in teaching and research (Balasooriya et al., 2014;Minocha et al., 2019;Singh & Chowdhury, 2021). For the purposes of this article, international academics are individuals born overseas, "educated and enculturated in one system of education and currently teaching and researching in another" (Walker, 2015, p. 61). ...
... Although international academics are appointed to conduct teaching and research, as well as to perform administrative and service duties, numerous research studies on international academics are directed towards understanding their acculturation, teaching and research experiences (Balasooriya et al., 2014), mostly reporting on the challenges encountered. Given that scholarly articles on international academics are not specific in exploring leadership-related challenges and opportunities faced by women, this paper fills that gap with this research question: What are the key related challenges and opportunities experienced by international women leaders at various Australian universities? ...
Scholarly articles on international academics have been weighted towards understanding their broad personal and professional challenges related to teaching. Limited research is conducted with international women academics in Australia in, especially, exploring their leadership-related challenges and opportunities. Using an intersectionality lens, this paper addresses this gap by exploring key related challenges and opportunities for international women academics in gaining leadership positions at Australian universities. It draws on qualitative data from semi-structured interviews with seven international women academics. The findings contribute to the body of knowledge in exploring two major challenges faced by international women academics in Australia: 1) administrative-related interruption impacting their research performance; and 2) lack of understanding of university policies and processes. International women academics also cited the opportunities provided to them or gained by them for their overall professional growth at Australian universities. The practical implications of these findings for international women academics and higher education institutions are also considered.
... English-speaking countries such as Australia, Canada, the United Kingdom and the United States have been attracting international academics to contribute to their higher education institutions (Balasooriya et al., 2014;Hsieh, 2012). According to Australian Bureau of Statistics (2020) data, in 2019 there were nearly 30% (approximately 300,000 people) of staff born outside Australia working in the Australian education and learning sector. ...
... In Asia, a teachercentred approach is adopted but in English-speaking countries, a student-centred approach is evident (Walker, 2015). The difference in these approaches needs to be acknowledged by international academics so that the academic transition is smooth and contributes to the learning and teaching environment in the host institution (Balasooriya et al., 2014). We felt that some Australian students are disrespectful and demand flexibility, especially around assignment submissions or examinations. ...
... This situation is caused by the consumerist attitude of students, especially when students have a "sense of power to appeal against assessments of their work [that seems] greater" (Minocha et al., 2019, p. 950). International academics in Balasooriya et al. (2014) also argued that the student-lecturer relationship in Australia is non-hierarchical and students are less polite, and that is our experience too. ...
Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
... English-speaking countries such as Australia, Canada, the United Kingdom and the United States have been attracting international academics to contribute to their higher education institutions (Balasooriya et al., 2014;Hsieh, 2012). According to Australian Bureau of Statistics (2020) data, in 2019 there were nearly 30% (approximately 300,000 people) of staff born outside Australia working in the Australian education and learning sector. ...
... In Asia, a teachercentred approach is adopted but in English-speaking countries, a student-centred approach is evident (Walker, 2015). The difference in these approaches needs to be acknowledged by international academics so that the academic transition is smooth and contributes to the learning and teaching environment in the host institution (Balasooriya et al., 2014). We felt that some Australian students are disrespectful and demand flexibility, especially around assignment submissions or examinations. ...
... This situation is caused by the consumerist attitude of students, especially when students have a "sense of power to appeal against assessments of their work [that seems] greater" (Minocha et al., 2019, p. 950). International academics in Balasooriya et al. (2014) also argued that the student-lecturer relationship in Australia is non-hierarchical and students are less polite, and that is our experience too. ...
Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics' during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching 'shock'-to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
... While Australian universities have a high proportion of academic migrants relative to most other countries (Welch, 1997, p. 329;Ackers, 2005;Balasooriya et al., 2014), increases in academic migration have occurred elsewhere. The European Union has placed academic mobility as a key policy priority as a means of increasing economic competition (European Commission, 2011). ...
... Some authors apply the term only to established academics, but others also include those preparing to enter the labour market, such as doctorate students. International academic mobility has also been used to encompass all international experiences including temporary international visits to teach, research and study, such as research fellowships (Jöns, 2007(Jöns, , 2009Balasooriya et al., 2014). Our research focuses on established legal academics employed within Australian law schools, and excludes casual and sessional staff as often there is little or no biographical information available on law school websites for sessional staff. ...
... Academic migrants report feeling isolated and lacking support, experiencing language difficulties, struggling with new educational systems, feeling alienated, and having few social connections outside of work (Saltmarsh and Swirski, 2010). They have also found that universities have little interest in their international experience, and that local knowledge and networks are prioritised (Balasooriya et al., 2014;Maadad, 2014;Potts, 2014). ...
Academics are becoming increasingly internationally mobile, and yet there is still limited research into the nature, outcomes and limits of academic mobility. This paper examines the biographies of over 700 academics employed within Australian law schools. It identifies legal academics who hold academics qualifications have been employed outside of Australia. Almost a quarter of legal academics in our sample hold a first degree outside of Australia, over a third hold a non-Australian post-graduate degree. While it could be expected that possessing international experience would broaden an academic’s cultural experiences, we also found that the internationally mobile academics have typically studied and worked previously within an elite international law school, and are now employed within an elite Australian law school. In addition, experiences of international mobility are not equally distributed, and male legal academics are significantly more likely to have international experience than female legal academics.
... The extant academic literature suggests that international academic mobility offers various benefits to international scholars. These benefits include opportunities to collaborate with world-renowned scientists, work at prestigious institutions with access to extensive social networks, and foster global connections (Ackers, 2005(Ackers, , 2008 Additionally, mobile academics can accumulate intellectual capital, acquire enriching scientific perspectives, experience diverse working environments and scientific practices inherent to a new academic culture, enhance intercultural competencies, cultivate a sense of global citizenship, and ultimately broaden their professional and personal horizons (Balasooriya et al., 2014;Bauder, 2015;Bauder et al., 2017;Morley et al., 2018). ...
... Comparatively, international scholars encounter challenges when transitioning into new academic environments, especially when long-term mobility is considered. While temporary adaptation issues include securing accommodation, integrating into social contexts, and adjusting to different educational methodologies, curriculum preparation, and student supervision (Balasooriya et al., 2014;Kreber & Hounsell, 2014;Pherali, 2012), more enduring challenges such as casualization can continue to influence their experiences in complex ways. ...
This paper examines the underexplored implications of long-term international academic mobility among Turkish academics in the UK, a group not adequately captured by the Black and minority ethnic (BME) category. Within this international context, the study probes how ethnicity, gender, and religion intersect to shape these migrant academics' experiences while working in the UK. Grounded in social constructivism and employing intersectionality as a theoretical framework, the methodology entails 50 semi-structured interviews analyzed through NVivo to uncover thematic insights. The main finding reveals a "Whiteness threshold" impacting the integration and success of Turkish academics. Those who pass this threshold experience professional recognition and inclusion, while others face discrimination, isolation, and estrangement. This study contributes to comparative and international higher education by challenging the BME framework and advocating for nuanced policy considerations that recognize the diversity of migrant academics' experiences, highlighting the need for inclusivity and a reassessment of the BME categorization in the UK academic sector.
... The "push" factors may refer to home-country higher education institution-specific factors such as unsatisfactory work conditions, such as where academics have high teaching loads that prevent them from conducting research , a lack of academic freedom or research funding and lack of academic employment opportunities (Cantwell, 2011;Jöns, 2007;. More broadly, other "push" factors include personal safety concerns and political instability (Balasooriya et al., 2014). The "pull" factors may include perceived financial gain (Schartner et al., 2023;Trembath, 2016), better career enhancement opportunities (Schartner et al., 2023), access to better research infrastructure (Jöns, 2007), the ranking or prestige of a particular university and a desire for international experience more generally (Larbi & Ashraf, 2020;Sang et al., 2013;Trembath, 2016). ...
... These findings extend the common understanding that international students only share their challenges with co-nationals (Nguyen, 2013;Zhu & Bresnahan, 2018), but in this present study, they are comfortable in speaking to international academics and with an appropriate mindset, such that problems are heard and resolved quickly. International academics play an important role, too, because international students prefer someone who is also perceived as "local" within the Australian context (Balasooriya et al., 2014). ...
Migrant academics’ teaching, research and leadership knowledge and skills are essential and valued in their host higher education institutions, globally. However, there is limited evidence on understanding migrant academics’ career capital experiences in Australian universities. Drawing on a career capital framework, this qualitative study explores the experiences of 26 international academics at Australian universities. Based on interview findings, migrant academics have developed capitals in terms of knowing-why, motivation to migrate and seek employment at Australian universities, knowing-how, utilising accumulated human capital in teaching and research activities, and knowing-whom, developing and relying on social connections to have a positive impact on teaching and research work. The findings contribute to the literature because career development experience of migrant academics in Australia is an underexplored phenomenon, underpinned by career capital theory. The implications of these findings for international academics and higher education institutions are also discussed.
... (11) I had to think about every word coming out of my mouth, actually, because every sentence I was saying could turn to a challenge. (16) As Balasooriya et al., (2014) suggest many IAS seem to feel undervalued in their new working environment. Our findings concur, and as a result many of our participants felt unable to contribute to teaching and learning in the manner they had hoped, with IAS implying that the UK HEI was not capitalising on their previous experiences and accomplishments, as identified by Kreber and Hounsell (2014). ...
... Findings further evidence the willingness of IAS to adapt and adjust to fit into their new academic surroundings. Many IAS described how their previous teaching and research experiences seemed to have little academic capital within the new HEI, mirroring the findings of Balasooriya et al., (2014) and Trowler & Cooper (2002). Of those interviewed, the majority perceived that the UK HEI was doing little to change its practices to meet the needs of a diverse, international group of scholars working together. ...
Using a bi-dimensional, fourfold model as a thinking tool to contemplate acculturation strategies we analyse the intercultural experience of international academic staff (IAS) in the United Kingdom higher education. The literature suggests that IAS feel undervalued as a professional group and that institutions do not capitalise on their diverse contributions. We position IAS within the strategic sphere of ethnocultural groups and the institution within the larger society. In a single case study, we analyse IAS acculturation strategies and their perceptions of how their institution accepts diversity. Findings show that IAS are willing to integrate, but do not aim to remove all traces of their own culture and values, adopting integration strategies. Their perceptions are that the larger society does not seek to segregate IAS; however, it does not provide the conditions for IAS to flourish in professional practice, especially at the early stage of transition.
... It also suggests the role of sociocultural settings in EMI research. Given the great international mobility of academics in Australia (Balasooriya et al., 2014) and worldwide, EMI research should extend to Anglophone countries, and the reality of NESB academics facing distinct challenges in EMI due to sociocultural competence related obstacles in these contexts. ...
... The EMI context here reflects closely the position of English as a 'global lingua franca' (Rigg, 2013, p. 1), with English being the means of communication between speakers with different first languages (Seidlhofer, 2005). The conceptualisation of this EMI context is nicely captured in what one academic sees as 'cosmopolitan environments, with many people having different cultures and accents', given the high level of academic mobility in Australia (Balasooriya et al., 2014) and the diverse student cohorts. ...
The literature on English-medium instruction (EMI) has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking (Anglophone) contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds (NESB). Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky’s socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics.
... В зарубежных исследованиях превалирует трактовка мобильности как процесса, в результате которого активизируются другие процессы жизнедеятельности человека, повышается продуктивность его профессиональной деятельности, повышается скорость развертывания и эффективность социальноэкономических явлений и процессов. В результате анализа нами выявлено, что значительное число зарубежных исследований посвящено мобильности субъектов образовательного процесса и сотрудников образовательных организаций разных уровней (академическая и профессиональная мобильность) [63,69,79,80,83]. Имеющиеся исследования указывают на международную мобильность как на тенденцию в современном образовании [71], показывают позитивное влияние мобильности студентов и педагогов на рост качества образования [70], на развитие отдельных компетенций, как студентов [82], так и преподавателей [73]. ...
... В трудах современных педагогов и социологов уделяется внимание исследованию сущности и взаимовлияний профессиональной мобильности и других социальных процессов. Многие исследователи как академической, так и профессиональной мобильности изучают ее в контексте реализации различных социально-экономических процессов [63,64,72,85]. В этом случае проблема мобильности является предметом изучения не педагогов, а социологов. ...
... They are also more receptive to promoting diversity, hold more positive views towards culturally inclusive curricula and encourage more collaboration between domestic and international students, thereby promoting higher levels of interaction and engagement in class (Minocha et al., 2019). International students have also reported feeling more comfortable with international academics and prefer to discuss academic and non-academic matters with them (Balasooriya et al., 2014). In addition to teaching, international academics also contribute to their institutions' research agenda by improving research capabilities (Altbach & Yudkevich, 2017;Green & Myatt, 2011;Jiang et al., 2010), promoting international collaboration and partnerships (Jepsen et al., 2014), and enhancing international networks and research output (Burford et al., 2018). ...
The number of international academics in universities has increased steadily over the past decades, driven by universities’ internationalisation strategies to enhance their competitiveness in the global market and the academics’ desire for career advancement through broadening global experiences, international networks and collaboration. Despite their growing number, little attention has been given to the professional transition of international academics. This paper offers a critical discussion on the professional adaptation challenges, strategies and institutional support available to international academics using complexity theory as a lens. By conceptualising the university as a complex system, we argue that professional adaptation needs to be integrated into the entire system, a move from being largely international academics’ business to a bilateral and reciprocal approach. This has implications for host institutions to consider their own position towards international academics as well as review current support policies and practices for these individuals.
... Going abroad does not always represent a favourable career prospect but constitutes for some rather a necessity due to, for instance, limited job opportunities (Ackers 2008;Van Der Wende 2015). Extant research presents personal-level perspectives of international academics on intricate aspects including the challenges of adapting to a new academic environment and how such adjustments affect their teaching, research, experiences, and professional identity (Balasooriya et al. 2014;Hosein et al. 2018;Pherali 2012;Saltmarsh and Swirski 2010;Van Noorden 2012). This paper is inspired by these critical internationalisation studies that, according to Stein (2019Stein ( , 1773, 'problematize the overwhelmingly positive and depoliticized approaches to internationalization that tend to dominate in universities'. ...
... The internationalization of higher education has changed academic environments, often through increasing international scholars' numbers within an institution (Balasooriya et al., 2014). International scholars, broadly defined as those "not born in and/or do not have their first degree from the postsecondary institution in the country where they have their primary academic appointment" (Altbach & Yudkevich, 2017, p. 3), fill gaps in research and teaching and play a role in the global rankings of universities (Altbach & Yudkevich, 2017). ...
Finding Disciplinary Literacy Capacities Between Cultures: An Inquiry in United States
Secondary School Agriscience Education Classrooms Between English Language
Learners and Native English Speakers
... The internationalization of higher education has changed academic environments, often through increasing international scholars' numbers within an institution (Balasooriya et al., 2014). International scholars, broadly defined as those "not born in and/or do not have their first degree from the postsecondary institution in the country where they have their primary academic appointment" (Altbach & Yudkevich, 2017, p. 3), fill gaps in research and teaching and play a role in the global rankings of universities (Altbach & Yudkevich, 2017). ...
Every academic year universities in the United States receive hundreds of thousands of international students from across the globe. Statista (2021), reported over 800,000 international students attended American universities in the academic year 2019/2020. International students enroll in U.S. institutions due to the availability of programs that they want to pursue. They also see this as an opportunity to have career and work prospects by attaining an education in the United States (Roy et al., 2016). International students also face a myriad of challenges when seeking higher education in the United States. Prior studies have listed academic life, health insurance, transportation, social interactions, accommodation, and discrimination as some of the barriers international students face during their initial transition into the United States (Poyrazli & Grahame, 2007). Research work has revealed that the challenges these international students face in settling into higher education may impact on students’ academic and psychological well- being
(Barratt & Huba, 1994).
... The internationalization of higher education has changed academic environments, often through increasing international scholars' numbers within an institution (Balasooriya et al., 2014). International scholars, broadly defined as those "not born in and/or do not have their first degree from the postsecondary institution in the country where they have their primary academic appointment" (Altbach & Yudkevich, 2017, p. 3), fill gaps in research and teaching and play a role in the global rankings of universities (Altbach & Yudkevich, 2017). ...
Climate-smart agriculture: Perception of smallholder cocoa farmers in Ghana
... ). The flow of academics from China and India in particular is expected to grow over time (Balasooriya, et al., 2014). ...
... Green and Myatt (2011) found that the value of international academic staff has not been fully recognised within their work units or the wider university. Balasooriya et al. (2014) highlighted the success of international academic staff, but also identified the challenges that they faced, such as taking up lower positions and going through psychological adjustment. They pointed out several migration-related stressors that impinged upon their ability to adapt to their new institutional environment. ...
... While traditional sources (New Zealand, the US, UK and Other Europe) continued to be important, Asia was the most important source, accounting for 71 percent of the net gain of academic migrants in 2006, with China and India the major net contributors (Hugo, 2008). However, academic migration can lead to challenging workplace transition issues including those related to how previous experience and qualifications, of crucial importance to career advancement, might be valued in the new academic environment (Balasooriya et al., 2014). ...
Australian accounting and finance faculty promoted to full professor required a median 15 papers in ABDC‐listed journals, with 7 at the highest A*/A quality levels. Promotees were typically 44 years old, with 14 years' academic experience including 9 years post‐PhD. Neither gender nor whether promotion was internal/external seemed to affect promotion requirements. Finance professors typically had more publications than accounting professors, though not at the higher quality levels; however, accounting promotees had greater academic experience but a shorter period post‐PhD. Female promotees were typically older than males. Both the volume and quality of pre‐promotion publications have increased over time.
... The scholarly investigation of this matter is limited despite the scale and dynamism of contemporary international higher education. There are many studies about financial flows associated with cross-border research (Jonkers & Tijssen, 2008;Shen, 2018) or with foreign sponsorship or aid (Abimbola et al., 2016;Oakman, 2010;Perna et al., 2014) or with capacity building (Balasooriya, Asante, Jayasinha, & Razee, 2014;OECD, 2004). There are doubtless myriad confidential reports produced for institutions or governments. ...
This paper analyses the international financing of higher education, an important yet understudied facet of contemporary policy and practice. The paper takes the globally significant China–Australia relationship as a case study. This paper argues that analysing the international political economy of the China–Australia case better illuminates the dynamics of financials flow through situating them in their socio-political context. Through such analysis, the paper makes empirical contributions of relevance to policy and practice. It also contributes more broadly to reframing the design of work in this field by asserting the methodological need for analysing international finance and the conceptual need to take such matters into account.
The study was aimed at conducting a comprehensive analysis of academic mobility and its economic impact on the employment of university graduates. Materials and methods: correlation coefficients were calculated in the work, and the chi-square statistical test was used to check the presence of a relationship between qualitative variables. Logistic regression has been exploited to identify the cause-and-effect relationships. Field research was also taken into account by including an expert survey of 47 students (72.3% bachelors, 23.4% masters and 4.3% doctoral students) of SCU, who underwent academic mobility in foreign countries (Latvia, Lithuania, Poland, Spain, Romania, Turkey, Germany, Czech Republic, France, Italy, Slovenia, Slovakia, Great Britain, Austria, Hungary, etc.). Results of the study: The research applied quanti-tative and qualitative methods of analysis, and a survey among students made it possible to identify many advantages of academic mobility. SWOT analysis of academic mobility in Kazakhstani universities was used to identify weaknesses, strengths with the primary preferences of students to improve their competencies and skills, which in the future will allow them to find a placement and influence their competitiveness. Discussion and conclusion: The calculation of the correlation coefficients used and the chi-square test revealed that the presence of a relationship between the dependent variable and other questions of the questionnaire that were given in the work assisted to detect pairwise relationships and build a multivariate logistic model. The resulting model allows us to summarise that it can be used in predicting academic mobility in respect with employment opportunities.
Non-nationals constitute up to a quarter of the academic staff workforce of Higher Education Institutions (HEIs) worldwide. Their motivations to ‘work abroad’, and their experiences of doing so, are, however, under-researched, especially where migration is to or within the global South. We report a study conducted among internationally mobile academics from a variety of countries working in Thailand. At policy level, Thailand aspires to increase the numbers of international staff and students in its HEIs, but with mixed success in terms of recruitment levels and the reported quality of the experience among these migrants. Conceptually, our study drew on a framework of intercultural adjustment defined as a multidimensional construct comprising psychological, sociocultural and professional/work aspects of the experience. Semi-structured focus groups were conducted to explore experiences of working in Thailand. Thematic analysis of findings showed that reported experiences mainly fell under the category of professional/work aspects of intercultural adjustment, although sociocultural issues were also important. The reported quality of experiences was mixed and generally more negative than positive in the key areas of professional and work adjustment. Specific challenges highlighted by participants related to issues with the work environment, most especially lingual-cultural problems and, crucially, a lack of secure status. We detail and discuss these findings and present recommendations for policy makers and HEIs, aspirant academic migrants, and for future research into global academic migration, particular as it relates to Thailand and other destinations for academic migration.
The main purpose of the article is to study the state and development prospects of academic mobility in Kazakhstani universities. Since the launch of mobility, the status of universities has changed significantly for the better, namely the quality of education has begun to increase, allowing to build up the capacity of graduates by studying foreign models, professional environment approaches competencies that will undoubtedly be in demand on the labor market. The current employers’ requirements for university graduates are very high, and only the presence of a systemic policy in universities for the development of various models of mobility will make it possible to comply with modern global trends. In the paper, the authors present the data of the Ministry of Education and Science of the Republic of Kazakhstan for 2019–2020, reflecting the activities of universities in the field of mobility, the data of the Auezov South Kazakhstan University. In 2020–2022 the conditions for mobility have been changed under the influence of economic and political factors and COVID-19. Overall, universities in most countries have switched to hybrid forms of study. The results of field research are presented to identify the role of mobility and efficiency of competencies, as well as the development skills of students on the example of the Auezov University. According to the study, it was concluded that mobility is an important factor in the preparation of competitive specialists for the economy of Kazakhstan. Undoubtedly, it impacts and plays an important role in the formation of the University 4.
Junior legal academics represent the future of teaching and research in law schools, and are vital in shaping the future of the legal profession. However, while research has focused on academic staff appointed on casual contracts, we know very little about junior academics who have obtained permanent employment. This paper examines the biographies of 700 junior academics within Australian law schools. It reveals that junior academics face many challenges. The opportunity for junior academics to gain a permanent post within an Australian law school is diminishing, and those that do gain permanent employment face unprecedented pressure. They often need to undertake doctorate studies at the same time as they carry a full academic workload. Many bring professional experience, but this experience does not appear to be well-valued within an academic environment. Female junior academics face even further barriers, which have a detrimental impact upon their research performance.
Although there has been a large body of literature exploring personal and professional challenges of international academics, limited research has been conducted in exploring international academics’ experiences in gaining leadership positions at Australian universities. This paper fills this gap by investigating key factors of gaining such leadership position opportunities. It draws on qualitative data from semi-structured interviews with 26 international academics at Australian universities. Based on the findings, international academics are appreciated and recognized by management in Australian universities, given that they are provided with considerable opportunities to take on leadership positions based on their excellent contributions in teaching, research and service to their university. The implications of these findings for international academics and higher education institutions are also considered.
The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, ‘interculturality’ disappears and the other two – transnational academic mobility and internationalization – are both enclosed by the market. The contemporary condition and pattern of transnational academic mobility are also shaped by neoliberal policy and market‐framed research competition. This paper offers some critical reflections on the new world of mobilities and interculturalities and the ‘new strangers’ in the university.
This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at ‘the medieval period’ and then at the emergent colonial and nationalist periods, including the ways that institutions as well as academics themselves were mobile. More contemporaneously the powerful political forces of both the interwar period and the Cold War period (which are well known) are sketched. The final part of the article shows in some detail how, in the contemporary period, the scale and speed of cross‐border academic mobility has changed. There are new actors and new ideologies. What is clear from the article is that there is not merely a need to keep information about the flows of academics up to date for policy purposes. It is also clear that we are a long way from being able to theorise the problem, sociologically and comparatively.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
This paper focuses on the relatively unexplored link between international experience and academic careers. Drawing on a study of 30 British academics in four countries, it reports how they accounted for their decision to take an overseas appointment and how they evaluated that appointment. The contemporary career literature is used as a framework for analysis connecting the findings with “traditional” and “new” career themes. The desire to travel was found to be a key driver in taking the overseas appointment. When it came to evaluating the overseas appointment, however, upward career mobility in the context of increasing internationalisation was a major concern. The paper offers a number of key concerns for managers in institutions of higher education, particularly those concerned with the management and recruitment of international faculty.
Purpose
This paper aims to examine the “darker side” of what it means to engage in an international academic career. Extending beyond well‐documented themes relating to the difficulties of cross‐cultural adjustment and unfulfilled expectations/opportunities for promotion, this paper seeks to introduce “transience and risk” as two important dimensions of this very specific career choice. The paper draws especially on the contemporary “new” careers literature, including conceptions of career exploration as a framework to understand the research findings.
Design/methodology/approach
The paper employs a qualitative methodology, drawing on semi‐structured interviews conducted in situ with 30 expatriate academics in four different countries.
Findings
Transience and risk were identified as two important dimensions of the “darker side” of pursuing an international academic career. However, these two dimensions also had further positive aspects, thus signalling the complex and often contradictory nature of this specific career form.
Research limitations/implications
Introduces a more cautionary note to the contemporary literature on international careers and career exploration more generally.
Practical implications
Careers that evolve across international boundaries require support that extends beyond cross‐cultural training.
Originality/value
The paper contends that in as much as an international academic career offers a broad range of opportunities for fulfilment it also presents significant challenges that should be acknowledged.
This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of ‘transnational identity capital’ to discuss the position of transnational mobile academic intellectuals as a ‘stranger’ as inspired by Simmel's sociology of space.
The internationalisation of the academic profession is a growing, iflittle studied, phenomenon, in contemporary higher education, and thearticle studies attitudes and behavioural outcomes of academic staff from arange of countries in relation to this dimension. After brief allusions topast examples of academic staff mobility, a routine measure ofinternationalisation was used to divide the International Survey populationinto two groups (peripatetic and indigenous). Results indicatedsignificant differences in both values and performance, in a range of areas.Substantial differences are also reported between many systems of highereducation. The article concludes with some comparisons of other staffmobility schemes, and a defense of the worth of international experience foracademic staff.
Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.
Der Beitrag beschäftigt sich mit der Frage, welche Formen von Mobilität sich entwickeln, wenn ForscherInnen, die in keinem dauerhaften Dienstverhältnis stehen, im Ausland arbeiten. Dabei beziehen sich diese Ausführungen auf Forschungsergebnisse einer qualitativen empirischen Untersuchung, die sich mit den Handlungs- und Mobilitätsorientierangen junger WissenschaftlerInnen aus Österreich beschäftigt, die zum Untersuchungszeitpunkt in den USA arbeiteten.
This article is concerned with the experiences of transnational academics teaching and researching in British higher education institutions (HEI). Although there is a plethora of studies related to the issues of international students and Western academics teaching abroad, very little has been written about the recent global phenomenon in which academics from non-English-speaking backgrounds move to English universities. This underresearched area is explored drawing on an in-depth study considering the cases of seven international academics in five different universities. The study identifies a range of their distinctive experiences which constitutes an exigent “field” in their struggle to adapt to the new cultural setting. The “logistic challenges” may exist but are transitory. Although providing an opportunity for professional development is helpful, “the offer of support” is a sensitive notion and may be perceived as a threat to both their status and identity.
As the transnational movement of academics continues to increase, some are arguing it is time to look more closely at the challenges faced by new international academic staff. This article reports on a narrative research study exploring the experiences and perceptions of eight international academic staff at a large, research‐intensive university in Australia. The findings suggest that the difficulties faced by the participants were resolved over time, albeit at great personal cost, and with varying costs to the institution in terms of the quality of teaching, student learning and research. The implications of these findings for academic developers are briefly considered.
Like other OECD nations, Australia is facing a crisis in the academic staff of its universities over the next two decades. This is a function of several factors, among which demographic elements are especially significant. The academic workforce of Australia is characterized by three distinct demographic features — age heaping, a concentration in older ages, and gender imbalance. The first two are a result of rapid expansion in the late 1960s and 1970s when the numbers of students expanded exponentially with the passage of the post-war baby boom cohorts into the university entrance ages and greatly increased participation rates. This, together with increases in student/staff ratios and perhaps the increased attractiveness of alternative vocations, has created a dearth of young academics. The impending and actual retirement of the bulge means that there will be a tightening of the academic labor market and an increase in demand for university staff unprecedented for three decades. This will occur in a context where the number of Australian graduates moving to foreign universities is increasing rapidly as a result of further internationalization of the labor market. Some of the challenges and opportunities that this presents are discussed.Higher Education Policy (2005) 18, 207–229. doi:10.1057/palgrave.hep.8300084
The hypothesis that individuals increase future earnings by investing in themselves through job change has considerable empirical support. To date, this hypothesis has not been tested on the academic labor market. Using a national faculty survey that includes respondents' complete work history, the authors estimate the impact of job mobility on faculty salaries. The rate of job mobility among faculty members appears low compared to that of other workers. Salaries overall are not significantly related to the number of academic jobs held until the number of jobs reaches four, and then the effect is negative. An examination by gender reveals that women incur a salary penalty of 8% in moving to the second job. Copyright 2001 Western Economic Association International.
Incl. bibl., abstract In the late 1990s, sustained economic growth in most Organisation for Economic Cooperation and Development (OECD) countries and the development of the information economy led to a considerable increase in migration of highly skilled individuals, especially in science and technology. Some OECD countries relaxed their immigration policies to attract highly qualified foreigners to sectors facing labour shortages. In the context of increasing internationalization of education, academic mobility appears as a potential source of qualified workers from host countries' perspective, either during their studies or through subsequent recruitment. Study abroad can be part of a deliberate immigration strategy from the perspective of students. The article reviews the links between academic mobility and immigration and assesses impact on immigration policies. Indeed, some OECD countries are allowing foreign students to apply for resident status from within their territory as part of an immigration recruitment strategy. The impact for sending countries is also envisaged.