Transnational academic mobility

El artículo analiza de forma exploratoria y comparativa el Programa RAÍCES (Argentina) y el Programa de Repatriaciones del CONACyT (México). A partir de un análisis documental basado en normativas, documentos institucionales, así como datos disponibles de ambos países, se busca reflexionar acerca de las razones que tienen estos países a la hora de repatriar investigadores a sus países de origen. Los programas revelan un interés en repatriar "investigadores al inicio de sus carreras", un perfil del que poco se ha investigado tanto en México como en Argentina. El aporte del trabajo permite avanzar en la construcción de un diagnóstico vinculado al estado actual de los programas, pero principalmente en la reflexión acerca del sentido que tienen las repatriaciones en la definición de una política nacional de ciencia y tecnología.

Guided by an interdisciplinary approach, this study seeks to illustrate the digital practices of international speakers on social media. The practices of international users are especially valuable due to the presence of various audiences in their networks, some rarely researched. For this purpose, the study examines the social media practices of 16 international graduate students (IGSs), who experience a transnational mobility in the United States. The data is collected through semi-structured interviews with participants and their social media data. The analysis includes quantitative assessment of participants' social media activities and qualitative analyses of interviews and digital practices. The findings of the study illustrate how individuals with transborder experiences engage in identity work by sharing transcultural content with a multitude of audiences in their networks. The study concludes that digital practices involving the transcultural flow of content present opportunities for IGSs to work and realign various facets of their identities.

• This paper deals with the short-and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.

The COVID-19 pandemic and Russia-Ukraine war have changed the landscape of the internationalisation of higher education (IoHE) and challenged existing conceptualisations and frameworks for understanding IoHE. This has led to debates on what IoHE is and what IoHE is for.
The changing dynamics in political and economic drivers for international cooperation and their influences on IoHE can be observed in Brazil, China and Russia’s cooperation with the European Union in light of the pandemic and Russia-Ukraine war.

Today, international student mobility remains the main form of cross-border higher education, and in the Asia-Pacific region, overseas educational programs are fast becoming the most common form of academic mobility and migration. Furthermore, Study Abroad programs are increasingly seen as an effective way of enhancing intercultural communication, and in particular, cross-cultural competence.  Inextricably linked to globalization and higher education, overseas programs are flourishing and attract an ever-increasing number of students in various academic fields all over the world. In countries such as Australia which advocate trade liberalization of education, a new trend is rapidly emerging, referred to as twinning or offshore programs, in which a parent-university establishes satellite campuses in other countries. Our survey was conducted in just this context, and focuses on the movements of students between Monash University campuses located in Australia, Malaysia, and South Africa. As part of a bigger project, this chapter analyses comments and experiences of students from data collected through two online questionnaires. This survey was conducted amongst applicants of an Inter-Campus Exchange (ICE) program, both before and after their overseas experience. Results show that ICE students’ perceptions barely differ from those of students enrolled in other Study Abroad programs. Our analysis suggests that the principle challenge remains the lack of clarity regarding cross-cultural competence, which, although somewhat of a generic term, is promoted as a key graduate attribute that has yet to find application and development in real life contexts. Consequently, practical recommendations have been identified which call for improved student support before, during and after their international program.

Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a clear Gestalt which permits us to grasp how and why they are engaged in comparative education. This article explores this general theme, not least in terms of the concept of ‘the foreign’. The article wonders about and explores the theme of a ‘diasporic comparative education’, here taken to mean the kinds of re-thinking of comparative education undertaken by those who choose to undergo the existential and intellectual stresses of ‘becoming foreign’ while they embrace the professional identity of being ‘comparative educationists’.

Since the beginning of the 21st century, conventional industry has changed to a small industry based on knowledge economy. Entire industries have been replaced by industries based on computer systems, and the development of human capital that operates the entire economy of knowledge has become a precious tool for every country. This paper analyzes the effects of academic mobility on the knowledge economy and examines the great contribution of mobility to developing countries and the world.

Глубокоуважаемый читатель! Сердечно благодарим Вас за то, что Вы
нашли в себе мужество открыть эту книгу. Её тема и остра, и
неоднозначна. Авторы предельно далеки от мысли, что здесь содержатся
исчерпывающие рецепты и алгоритмы, благодаря которым проблема
социализации будет исчерпана раз и навсегда. Более того, мы убеждены
в следующем: каким бы совершенным, на первый взгляд, ни было
общество, ребёнка в него всё-таки нужно вводить. Корректно,
своевременно и постепенно. Сообразно его возрасту, особенностям его
физического и психического здоровья, наклонностям и мечтам. Да, да!
Это только так кажется, что мечты ребёнка не имеют ничего общего с
реальностью, потому что у него нет жизненного опыта и т.п. На самом же
деле, если ребёнок ни о чём не мечтает, живёт «с потухшим взглядом»,
безучастен к происходящему вокруг, - значит, и мотивировать его к
вхождению в общество будет довольно сложно. Да и вряд ли возможно.
Мы только начинаем раскрывать избранную для названия книги тему. И
будем рады Вашему искреннему и заинтересованному участию в
совместном научном творчестве с нами, чтобы полученный вместе
научный продукт отвечал Вашим лучшим ожиданиям. С неизменным
почтением к Вам, авторы.

Feminist and Women’s Studies Association (UK and Ireland) Newsletter, Issue 68, pp. 11-12, June. ISSN: 1362-475X. First paragraph: 'Unlike regular commuting, with its established patterns and routines, conferences are interruptions, perhaps disruptions, to academic lives. This means that, while strategies may be developed over time as to ‘what happens to x when I attend a conference’, the types of strategies that have been studied by mobile work researchers do not apply in the same way (Ralph, 2015). When I was doing my doctoral research on the knowledge production of gender at Women’s Studies conferences (Henderson, 2016), including FWSA, conference delegates’ caring responsibilities came up several times in interviews with participants.'

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.

One of the greatest values of American education is the right to education yourself. The education is possible for all ages and for all social segments. Most importantly, this education is not an ideology, but an education which is oriented toward creating opportunities the educated person to find a job or to continue develop her/his personality through further education.
This article analyzes the place of honesty in some critical constructs of the educational system in the 21st century.

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research facilities. The present article applies a longterm perspective on the scholarship programme of the Swedish state in order to show how the shifts in Swedish foreign policy during the period 1938–1990 have affected the number and composition of scholars incoming to Sweden over time.

The Open University's repository of research publications and other research outputs ... Transnational academic mobility and the academic pro- ... Kim, Terri and Locke, William (2010). Transnational academic mobility and the academic profession. Centre for Higher Education Research ...

Existing scholarship on marginalised academics is mostly western-based and concerned with inequalities caused by class, gender and/or racial and ethnic differences. This article adds to this literature by highlighting how inequalities caused by the urban-rural divide in China adversely impact on the academic trajectories of rural-origin academics from impoverished backgrounds. To mitigate such inequalities, the 26 interviewed academics drew on their academic capital to achieve institutional and geographic mobilities, both within and beyond China. Such educational mobilities further allowed these scholars to convert into and accumulate economic, social, cultural and symbolic capitals (after Bourdieu). Importantly, their rural-origins and disadvantaged positioning had cultivated in them a productive habitus that is characterised by hard work, perseverance and self-discipline. Such a habitus played a pivotal role in orchestrating their academic ascension and upward social mobility. However, despite these successes, this article also reveals these academics’ perennial financial struggles in lifting their rural-based families out of poverty, and the exclusive nature of educational mobilities, which are manifestations of systemic structural inequalities caused by urban-biased policies.

Academic mobility has existed since ancient times. Recently, however, academic mobility—the crossing of international borders by academics who then work ‘overseas’—has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge production. This article reflects on the relations between academic mobility and knowledge and identity capital and their mutual entanglement as academics move, internationally. It argues that the contemporary movement of academics takes place within old hierarchies among nation states, but such old hierarchies intersect with new academic stratifications which will be described and analysed. These analytical themes in the article are supplemented by excerpts from interviews of mobile academics in the UK, USA, New Zealand, Korea and Hong Kong as selected examples of different locales of academic capitalism.