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The figure of the medieval “wandering scholar” (Pietsch) has never been as true as today: Academic Mobility and Migration have now become a reality for most people involved in higher education. We also know for sure that they are actively contributing to the postmodern transformation of the “social as society” into the “social as mobility” (Urry). Written by leading and emerging scholars, this volume explores the impact of Academic Mobility and Migration on institutions, people and their social environment. It also considers up-to-date aspects which remain relatively underexplored: Academic migration (vs. mobility), virtual academic mobility, North-South mobility, language policies at a “glocal” level, and questions of identity. The authors examine the personal, social, professional and educational consequences of Academic Mobility and Migration from a variety of disciplinal orientations including sociology, language education, linguistics and education. Some of the chapters also seek to propose alternative ways of analysing these phenomena. This unique book is an invaluable resource for anybody with an interest in educational mobility in the 21st century: researchers, teachers, policy-makers, politicians, administrators, but also college and university students.
This book offers a contemporary perspective on the mobility of academics across the globe. With contributions from authors based across 4 continents focusing on the experience of academic mobility in Africa, Australia, Europe, the Gulf and the United States, the volume is both comprehensive and relevant.
Understanding Student Mobility in Europe interprets student mobility in European higher education through an active dialogue between disciplines, voices and variables of interest. Providing the conceptual, methodological, pedagogical and empirical foundations of an interdisciplinary approach, this book advances readers’ understanding of the student exchange experience, whilst outlining guidelines and resources for approaching student mobility and considering how students can gain from cross-border education. Intersecting voices from different disciplines and sojourners, including exchange students, international students and highly skilled immigrants, the book outlines practical guidelines for intercultural curriculum development and assessment, and provides insights, practical ideas, useful terminology and resources to maximise the learning gains of this student population. Split into three distinct parts, the book initially lays the foundational substructure in which an interdisciplinary approach is based. It then addresses questions of practical application by considering the experiences of 50 sojourners in Portugal and the UK through an interdisciplinary lens, and summarises the implications of interdisciplinarity with regards to student mobility in European tertiary-level education. This book is essential reading for academics and postgraduate students interested in student mobility, education abroad practitioners, and policy-makers at institutional, national and international levels.
This book examines the way Chinese academics returning from the US re-establish their academic identities and professional practices at China’s research universities in the context of higher education internationalization in China. It goes beyond economic accounts of academic mobility based on the notions of brain drain, brain gain, and brain circulation. Instead, it uses a cultural approach to explore the everyday experiences of the returning scholars concerning the issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It will appeal anyone interested in 1) globalization and academic mobility; 2) China’s talent policies and strategies; and 3) the internationalization of Chinese universities.
Over 2.7m students study in a country other than their own. Most of those students come from the Asia-Pacific region and undertake study in universities in the developed world. This trend is predicted to grow exponentially but features many dilemmas. In the post-9/11 global environment, international students experience hostility and harassment as well as ambivalence about their value to the academy. Some live an uncertain life of poverty and alienation. Many also struggle to come to terms with living and studying in a foreign land where there are concerns about international students eroding academic standards, having poor English language proficiency and being unable to “integrate” and contribute to their new communities. But some also seek to make new homes in their host countries. The contributions in this book explore the complex and diverse aspects of transnational education and propose some pragmatic approaches to these dilemmas. These contributions explore new ways of looking at the phenomena of international students, their social and cultural needs, as well as the challenges for teaching and learning, research supervision and English language in the academy. The book presents case studies and documents initiatives that are positive responses to the dilemmas of global student mobility.
This book examines current trends in global student mobility patterns in several key host and destination countries, including the United States, China, India, South Africa, Mexico, Australia, and Germany, among others, and will explore the national and global-level factors that contribute to these trends.
The book can be seen as a welcomed contribution to this field of study. . . [it] raises some important questions and problems of scientific mobility. Høgni Kalsø Hansen, Papers in Regional Science This is a very timely book looking at East West migration, which has recently become a hot political issue in various West European countries. It does an excellent job in laying out the intricacies of mobility that affect different groups, particularly knowledge migrants . The book successfully shows that knowledge migrants follow different motivational routes than other groups of migrants in their choice of mobility between institutes and nations. It makes a valuable contribution to a growing body of research that seeks to change established thinking and rhetoric about migration and to shift it from a dualistic thinking of migration in terms of economic vs. non-economic migrants. What this book shows is that the professional identity of people often supersedes their nationalities in relation to why and where they move. Sami Mahroum, NESTA, UK Based on excellent empirical research on migrating scientists from Poland and Bulgaria to the UK and Germany, this book follows an innovative agenda which is crucial to the world today the movement of people and the movement of knowledge. It achieves this by a creative blend of analysing personal stories, embedded in their professional and family networks, on the one hand, and macro-scale discussions of brain drain, brain gain and national and European policy implications on the other. Russell King, University of Sussex, UK This book makes a timely contribution to understanding the circulation of scientific knowledge via international mobility. It skillfully combines an analysis of structural and institutional changes, with a focus on individual circumstances, life courses and motivations. The outcome is a compelling account of the role of international migration in the transfer of knowledge across borders, and in shaping the careers of individual scientists. This places people and human mobility at the heart of the debate about how the knowledge economy is produced and reproduced. Allan Williams, London Metropolitan University, UK Moving People and Knowledge provides a fresh examination of the processes of highly skilled science migration. Focusing on intra-European mobility and, in particular, on the new dynamics of East West migration, the authors investigate the movement of Polish and Bulgarian researchers to and from the UK and Germany. Key questions include: who is moving, how long for, and why? In addressing the motivations and experiences of mobile scientists and their families, insights into professional and personal motivations are provided, demonstrating how relationships, networks and infrastructures shape decision-making. This book provides a useful perspective on the implications of increasing researcher mobility for both sending and receiving regions and the individuals concerned which is necessary for the construction of future policies on sustainable scientific development. This empirical account provides a nuanced analysis of the duration and flow of scientific mobility showing the prevalence of repeat and shuttle moves in science careers. It will be of particular interest to researchers in European social policy, migration studies and EU law, as well as policymakers in the field of highly skilled migration especially those working on the free movement of persons provisions and the European Research Area and European Area of Higher Education.
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)
An important backdrop to the achievement of the Millennium Development Goals involves consideration of the impact of a ‘new demographics’ derived from the interaction of two global developments. First, high levels of internal and cross-border mass migration, stimulated by climate change, violence and disparities in wealth and social stability within and between different countries and the global South and North. Second, the phenomenon of increasing longevity and rapidly ageing populations, especially in the developed world. This book explores the central role that socially engaged higher education might potentially play in helping address these challenges, enhancing lifelong learning opportunities and facilitating more positive outcomes for both individuals and societies. The contributors to this book are scholars of higher education and lifelong learning based in twelve countries from Europe (Germany, Ireland, Slovenia, Sweden and the United Kingdom), the Americas (Brazil, Canada, Mexico and the USA), Japan, Australia and New Zealand. “This is an extremely timely and important collection focusing on growing migration and an increase in ageing populations, two major social trends that researchers in higher education often overlook. The multi-level analysis of the role that higher education can play, together with the contributions from 12 countries in the North and South make this one of the most outstanding collections on these themes.” Rajani Naidoo, Director, International Centre for HE Management, University of Bath. “Auguste Comte famously observed that demography is destiny. This superb volume examines the powerful impact of two global demographic trends, and the vital role universities can play in responding to them. The book describes a range of innovative and pragmatic responses, while deepening our understanding of why serving these populations it so important for the health of our communities and our democracies.” Matthew Hartley, Professor and Associate Dean, GSE, University of Pennsylvania. “The powerful synergy of the longevity revolution and the technology revolution necessitates a corresponding education revolution. It is clear that the educational assets acquired in youth and early adulthood no longer provide sufficient currency for longer, big change impacted lives. This timely book examines the benefits of creating an inclusive, rights-based culture of learning at every stage of life.” Alexandre Kalache, Co-President, International Longevity Centre (ILC) Global Alliance and ILC Brazil. “How can we understand the current dynamics of migrations and demographic trends to adapt HE access policies accordingly? By bringing together empirical research in different countries, this book offers an essential insight on this very sensitive issue for both individuals and their societies. A must read for researchers and policy makers.” Gaële Goastellec, Professor of Sociology, University of Lausanne, Chair of the Consortium of Higher Education Researchers. “The contributions cover an admirably wide range of countries, shedding different lights on these common themes. The book sets a challenging and informed agenda which policy-makers and institutional leaders would do well to take seriously.” Tom Schuller, Formerly Head of the Centre for Educational Research and Innovation, OECD.