Journal articles: 'Academic migration'

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Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration." Comparative Sociology 13, no. 2 (May 8, 2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.

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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.

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Fuchs, Philip X., Mojca Doupona, Kinga Varga, Marta Bon, Cristina Cortis, Andrea Fusco, Loriana Castellani, et al. "Multi-national perceptions on challenges, opportunities, and support structures for Dual Career migrations in European student-athletes." PLOS ONE 16, no. 6 (June 25, 2021): e0253333. http://dx.doi.org/10.1371/journal.pone.0253333.

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Despite Dual Careers (sports and education) and mobility of students being priorities in the funding policies of the European Commission, migrating student-athletes report severe challenges and decreased performance or dropouts at sport and academic levels. The objective of this study was to depict and assess the perceptions on challenges, support services, and their effectiveness in consideration of specific characteristics of participants and migrations. Based on a meta-synthesis and previous findings, a 50-items questionnaire was developed and completed by 245 student-athletes in 5 European countries. Participants with Dual Careers migration experience (n = 140) were considered for analyses of qualitative and quantitative (ordinal 5pt-Likert-scaled and metric) data on the Dual Career status, migration characteristics, received services, and outcomes. Chi-square-tests were conducted for differences between countries and genders at a significance level of p < .05. Country-related differences were found for experiences and intentions to migrate (X2(12) = 50.52, p<0.001), duration of the migration (X2(16) = 38.20, p = 0.001), financial support (X2(8) = 29.87, p<0.001), and decreased performances in academics (X2(16) = 56.12, p<0.001) and sports (X2(16) = 31.79, p = 0.01). Gender-related difference emerged in financial support (X2(4) = 10.68, p = 0.03), duration of the migration (X2(4) = 14.56, p = 0.01), and decreased academic performance (X2(4) = 10.57, p = 0.03). Tutoring and counselling support was ranked as the most effective support, especially when received from the academic field (4.0±1.0 pt) and others (4.1±0.8 pt), followed by online services from sport and academic sectors (both: 3.9±0.9 pt). Considering the pervasive globalization of sport and education, Dual Career migration can contribute to the development of a European sport culture. The high ratio of migrating student-athletes underlines the relevance of migrations in the field of Dual Careers. This study contributes to the literature by adding insights on practices, challenges, supports, and outcomes perceived by student-athletes migrating in Europe. Moreover, country- and gender-related differences support the consideration of specific characteristics and reveal critical factors in specific target groups. The findings contribute to identifying requirements and effective support measures in Dual Career migrations and can be used to improve support services.

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Castillo Ramírez, Guillermo. "Autonomía de las migraciones: de la producción política de fronteras a las luchas migrantes." Migraciones internacionales 14 (April 15, 2023): 0. http://dx.doi.org/10.33679/rmi.v1i1.2573.

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Within a global context, the increase in migrations in different regions of the world during this century has led to an increase in academic production on migration. The aim of this article is to analyze the autonomy of migration from the approaches of two of its greatest exponents, Mezzadra and De Genova, who investigate migration’s political condition, addressing the relationships of mutual influence between migrants, borders, and the State. The contribution of this paper is to show how this theoretical approach focuses on two fundamental processes to understand migration. On the one hand, it refers to the actions, strategies, and practices of those involved in shaping cross-border migration. On the other hand, it considers the role of States and borders as legal-political and historical constructs in shaping international (often irregular) migratory flows.

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Siegert, Andreas. "On socialization, patriotism and trust: the migration of homeward-bound Russian academics." Nationalities Papers 39, no. 6 (November 2011): 977–95. http://dx.doi.org/10.1080/00905992.2011.614227.

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Because global labor markets affect the self-assignment of academics, they also affect structural changes in migration movements. To understand the migration patterns of highly qualified academic scholars, research has focused on their mobility, including their return migration. Thus far, studies have examined migrants from Latin America to the United States, but the impacts of cultural or societal contexts on migration have not been investigated.Based on an empirical study of Russian academics who have migrated to Germany, we propose theory-based answers to the following questions: Is trust a relevant motivation for homeward-bound academic migrants to return to their native countries, and who or what is the object of this trust? Why do these migrants, in contrast to the vast majority of interviewees, self-identify with their society of origin? Does transaction cost theory explain these academics' motives for migration? Is their temporary stay beneficial to the host society?

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Li, Yun Ling. "First-generation immigrant women faculty’s workplace experiences in the US universities—examples from China and Taiwan." Migration Studies 8, no. 2 (November 5, 2018): 209–27. http://dx.doi.org/10.1093/migration/mny042.

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Abstract Higher education institutions around the world have striven to recruit ‘the world’s best and brightest’ faculty to enhance their scientific leadership and innovation, and American colleges and universities recognize their responsibilities to promote international intellectual exchange and encourage the free flow of ideas, knowledge, and people of all nations.While there is a growing body of literature on foreign-born academics, very little is known about foreign-born women in the US higher educational institutes, despite the fact that an increasing number of women exist in all academic disciplines, especially in STEM fields. By exploring Chinese and Taiwanese immigrant women faculty’s stories, this study aims to partially address the gap in the literature concerning foreign-born women faculty’s workplace experiences in US universities and colleges.

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Wang, Bingyu. "A temporal gaze towards academic migration: Everyday times, lifetimes and temporal strategies amongst early career Chinese academic returnees." Time & Society 29, no. 1 (September 22, 2019): 166–86. http://dx.doi.org/10.1177/0961463x19873806.

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Drawing on semi-structured in-depth biographical interviews with 60 early career Chinese academic returnees, this paper examines the temporal challenges involved in the personal and professional lives of mobile scholars. The key premise is that academic migration process may create temporal resources and opportunities for scholars to pursue career progressions and upward social status, but can also generate temporal constraints in their everyday life, bringing disruptions and discontinuities into their life course timelines. This paper highlights the temporal consequences of academic migration in relation to two perspectives: everyday times and individual lifetimes. Particularly, it also investigates how some returnees exercise agency and employ temporal strategies to alleviate the temporal dissonance produced in and through their moving process. This paper aims to demonstrate whether and how individual scholars confront temporal struggles on a daily basis and reconfigure life course trajectories while negotiating uneven academic mobility regimes. In doing so, the paper develops a temporally sensitive theoretical approach and unpack the multiple kinds of temporalities of academic labour in a cross-border setting, thus further advancing two streams of literature—academic migration and time in migration. Furthermore, it has drawn attention to the growing trend of temporariness and precariousness occurring in modern academia, especially in the context of migration. By examining the temporal tensions academic migrants encounter, this paper answers the call to reconsider the overly romantic engagements with academic mobilities and contributes to a more comprehensive understanding of the mobility experiences of the highly skilled.

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Fichtnerová, Eva, and Jitka Vacková. "Motives for the migration of scientific, research and academic workers." Problems and Perspectives in Management 19, no. 1 (March 2, 2021): 209–20. http://dx.doi.org/10.21511/ppm.19(1).2021.18.

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The higher education system needs personalities who guarantee high quality of academic and scientific performance. This paper deals with the motives of their migration to/from HEIs, knowledge of which is important for their HR management and increasing global competitiveness. The theory is based on the idea of internationalization (Knight, 2012) and push-pull factors (Ravenstein, 1889), leading to the recruitment of highly qualified labor from abroad. The analysis focused on the “circulation of brains” in modern Europe. The final part contains a graph of the research methodology.Three main areas of the motivation process affecting migration have been identified. At the macro-level, this is political support, which enables the arrival of experts and creates conditions for own professionals to gain experience abroad, but return. This applies to working conditions, adaptation, and integration. Economic conditions at the mezzo-level are based on the motives of finding a better job opportunity and one’s living conditions. The transfer of knowledge increases the country’s economic potential. At the micro-level, there is an impact of an individual’s character traits and surrounding social networks. It depends on the influence of a family, school, friends, the desire to apply language and other skills, and experience abroad. The knowledge of the motives for migration should be a stimulus for taking appropriate measures at higher education institutions leading to the creation of a multicultural environment and the readiness of HEIs to use «brain circulation» to increase their excellence in academic and scientific performance. AcknowledgmentThis research did not receive a specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The researchers have no conflicts of interest to disclose.

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Li, Wei, Claudia Sadowski-Smith, and Wan Yu. "Return Migration and Transnationalism: Evidence from Highly Skilled Academic Migration." Papers in Applied Geography 4, no. 3 (January 18, 2018): 243–55. http://dx.doi.org/10.1080/23754931.2017.1396553.

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Haiyan, Wang. "INTERNATIONAL ACADEMIC MIGRATION: HISTORY AND TRENDS." Historical and social-educational ideas 10, no. 2/2 (June 9, 2018): 58–66. http://dx.doi.org/10.17748/2075-9908-2018-10-2/2-58-66.

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Mucha, Janusz, and Kamil Łuczaj. "Some Remarks on Academic Migration. Introduction." Studia Migracyjne – Przegląd Polonijny 3 (2018): 115–22. http://dx.doi.org/10.4467/25444972smpp.18.038.9437.

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Korobkov, Andrei V., and Zhanna A. Zaionchkovskaia. "Russian brain drain: Myths v. reality." Communist and Post-Communist Studies 45, no. 3-4 (August 13, 2012): 327–41. http://dx.doi.org/10.1016/j.postcomstud.2012.07.012.

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The paper analyzes the scale and dynamics of the Russian brain drain, one of the most politicized and hotly debated aspects of the post-Soviet migration. The major issues under consideration include the durability of the intellectual migration flow, its structural characteristics, and territorial orientation. Relying on the Russian State Committee on Statistics data, the research indicates that the real scale of intellectual migration is significantly smaller than is usually expected, even though in some regions and particular fields of Basic Sciences, including Mathematics, Physics, Biology, and Chemistry, and a limited number of research centers, brain drain has indeed acquired a magnitude threatening the existence of the established academic schools. At the same time, huge disparities in terms of the ability of specialists from different branches of science to find adequate jobs abroad are evident. Many academic subfields, including Humanities and Social Sciences, and most of the Russian regions show extremely low levels of intellectual migration and engagement in the international academic exchanges. The result is the practical exclusion of many branches of science and the majority of the Russian regions from the international academic system. Hence the goal of the Russian policy should be not limiting the intellectualmigration, but rather capitalizing on such of its positive aspects as the establishment of long term international academic contacts and the formation of the Russian elite diasporas abroad, actively engaged in cooperationwith the RF academic institutions. Of special interest for the authors are the recent attempts by the RF leadership to encourage the return of the Russian academics. The authors conclude that a more effective policy could be based on the use of diverse forms of cooperationwith the Russian academics abroad, both with or without their permanent relocation to the country, providing for the inclusion of the Russian science into the international academic networks.

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Schnell, Philipp, and Davide Azzolini. "The academic achievements of immigrant youths in new destination countries: Evidence from southern Europe." Migration Studies 3, no. 2 (October 11, 2014): 217–40. http://dx.doi.org/10.1093/migration/mnu040.

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Oliveira, Taísa, Cosmin Nada, and António Magalhães. "Academic Migration and Epistemological Value: Exploring the Experience of Migrant Academics in Portugal." Education Sciences 13, no. 7 (July 14, 2023): 720. http://dx.doi.org/10.3390/educsci13070720.

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The internationalisation of higher education (IoHE) has become a prominent topic in higher education research. While there is increasing institutional and governmental commitment to IoHE, it is important to consider the actual outcomes of these processes critically. Despite the significant issues raised by the academic migration of professors, researchers, and post-docs regarding migratory trajectories and epistemological aspects of scholarly work, this area of research remains understudied. This article adopted a qualitative approach, drawing on semi-structured interviews with migrant scholars pursuing academic careers in Portugal. Our findings suggest that a complex interplay of factors influences the pursuit of an academic career by migrants, including the influence of institutional and governmental policies regarding science and the impact of marketisation of higher education institutions that have jeopardised academic career possibilities. Moreover, science and academic-related work seem to be the main drivers in pursuing an academic career for migrant scholars rather than primarily career-focused and economic strategies. Notwithstanding, our study highlighted the challenges that migrant academics face at the epistemological level, pointing out that their experiences are embedded in neocolonial logics that are further aggravated by current unequal societal arrangements related to what constitutes valid and legitimate knowledge and the power relations therein.

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Gallo, Ester. "Academic Displacement and the Multi-Dimensional Life of Migration Categories: Insights from Global South Migration." Journal of Asian and African Studies 59, no. 7 (October 18, 2024): 2186–201. http://dx.doi.org/10.1177/00219096241283649.

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This article proposes academic displacement as a lens to analyse interconnections between skilled and forced migration, and discusses the policy, work and subjective dimensions of the phenomenon. The analysis suggests that policy construction of academic displacement is framed around a temporal oxymoron between short-term emergency intervention and long-term expectations around ‘rescued’ scholars’ capacity to engage in scientific excellence. It also rests on an individualistic interpretation of academic freedom. Differently, displaced scholars reassert the importance of the communitarian dimension of academic freedom. Being represented as exceptional/temporary guests risks bordering them from both their home academic community and their European ‘host’.

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Zhang, Yilei. "The Impact of Urban-rural Parental Migration on Children's Academic Performance in China." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 189–96. http://dx.doi.org/10.54097/ehss.v23i.12875.

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The academic performance of migrant children in China has been a subject of growing concern. With a significant number of parents migrating for work, these children often face unique challenges in their educational journey. While some studies have shown a positive impact of parental income on academic outcomes, it remains uncertain whether this effect outweighs the consequences of reduced parental time and neglect of educational investment. This research aims to investigate the various factors contributing to the divergent academic performances of migrant children in the context of parental migration. This article reviews the literature on parental migration and highlights the complex interplay of factors shaping the academic trajectories of migrant children. While parental income can positively influence academic performance, its efficacy is contingent on mitigating the effects of reduced parental time and educational neglect on children’s cognitive and non-cognitive development. Furthermore, the external environment significantly impacts the mental health of these children, necessitating enhanced support systems for their psychological needs. In conclusion, this study's findings emphasize the significance of creating focused interventions and assistance programs to meet the particular difficulties experienced by migrating children in China.

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Tremblay, Rémy, Susan Hardwick, and Jamie O’Neill. "Academic Migration at the Canada–US Border." American Review of Canadian Studies 44, no. 1 (January 2, 2014): 118–34. http://dx.doi.org/10.1080/02722011.2014.885541.

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Hoffman, David M. "Changing Academic Mobility Patterns and International Migration." Journal of Studies in International Education 13, no. 3 (July 25, 2008): 347–64. http://dx.doi.org/10.1177/1028315308321374.

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Wang, Lei, Yaojia Zheng, Guirong Li, Yanyan Li, Zhenni Fang, Cody Abbey, and Scott Rozelle. "Academic achievement and mental health of left-behind children in rural China." China Agricultural Economic Review 11, no. 4 (October 25, 2019): 569–82. http://dx.doi.org/10.1108/caer-09-2018-0194.

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Purpose China’s rapid pace of urbanization has resulted in millions of rural residents migrating from rural areas to urban areas for better job opportunities. Due to economic pressures and the nature of China’s demographic policies, many of these migrants have been forced to leave their children with relatives – typically paternal grandparents – at home in the countryside. Thus, while income for most migrant families has risen, a major unintended consequence of this labor movement has been the emergence of a potentially vulnerable sub-population of left-behind children (LBCs). The purpose of this paper is to examine the impacts of parental migration on both the academic performance and mental health of LBCs. Design/methodology/approach Longitudinal data were drawn from three waves of a panel survey that followed the same students and their families – including their migration behavior (i.e. whether both parents, one parent, no parent migrated) – between 2015 and 2016. The survey covers more than 33,000 students in one province of central China. The authors apply a student fixed-effects model that controls for both observable and unobservable confounding variables to explicate the causal effects of parental migration on the academic and mental health outcomes for LBC. The authors also employ these methods to test whether these effects differ by the type of migration or by gender of the child. Findings The authors found no overall impact of parental migration on either academic performance or mental health of LBCs, regardless of the type of migration behavior. The authors did find, however, that when the authors examined heterogeneous effects by gender (which was possible due to the large sample size), parental migration resulted in significantly higher anxiety levels for left-behind girls. The results suggest that parental migration affects left-behind boys and girls differently and that policymakers should take a more tailored approach to addressing the problems faced by LBCs. Originality/value The main contributions of this paper come from the large and representative sample, as well as the causal effects analysis of being left-behind on both academic performance and mental health. First, the paper uses comprehensive panel data from a representative and populous province in China, and the sample size is the largest one among LBC-related papers to the authors’ knowledge. Second, the paper separately examines the causal effects on the student outcomes of different migration strategies. Third, the paper analyzes the heterogeneous effects of different migration strategies on LBC gender. The authors believe that the paper makes a key contribution to the literature.

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Savenkova, Liudmyla, and Denys Svyrydenko. "Academic Mobility and Academic Migration Issues: the Case of Ukrainian Higher Education." Мiждисциплiнарнi дослiдження складних систем, no. 13 (January 8, 2019): 57–65. http://dx.doi.org/10.31392/iscs.2018.13.057.

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Kabbanji, Lama. "Producing scientific knowledge on migration: perspectives on African and Arab countries." Contemporary Arab Affairs 7, no. 2 (April 1, 2014): 263–82. http://dx.doi.org/10.1080/17550912.2014.916541.

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The general objective of this paper is to explore the scientific knowledge produced on the topic of migration in/from African or Arab countries. More specifically, it attempts to identify how different features of the current international division of scientific labour can be illustrated by an examination of the research conducted on migration in/from African and Arab countries. Two main aspects are explored: the role that Arab and African academic communities play in the production of knowledge on migration; and the research priorities among ‘Western and non-Western’ academics. Articles published between the years 2000 and 2010 in three main journals specialized in migration studies are analysed in order to discuss to a certain extent the setting of a hegemonic scientific agenda on international migration which mainly reflects West European and North American concerns. Two main conclusions are drawn: (1) the quasi-absence of scholars from Arab and African academic institutions in mainstream journals is one of the factors explaining the focus of published research on topics relevant to ‘Western’ societies (mainly the insertion process in European and North American countries); and (2) important dimensions of migration dynamics in Arab and African countries are being neglected.

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Khakhuk, Bela, Natalia Morgunovа, Lydia Nosenko, Lyudmila Posokhova, and Еlena Zatsarinnaya. "Causes and Consequences of the Migration of Scientists and Students from the Brics Countries to Developed Economies." Electronic Journal of Knowledge Management 19, no. 3 (January 11, 2022): pp255–268. http://dx.doi.org/10.34190/ejkm.19.3.2051.

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One of the major problems in the relationship between the Global South and the Global North is the the drain of intellectual capital from the economies and education systems of the most developed countries of the Global South, which bothers both developing countries and some European ones. The purpose of the study is to reveal the reasons for the migration of scientists and students from Brazil, the Russian Federation, India, China, South Africa (BRICS countries) and identify the consequences of the process through the example of a Russian university by studying the characteristics of personal experience and motivation of students and teachers. The research is devoted to the study of academic activity abroad and the attitude of 360 four- and five-year students and 321 teachers at Novosibirsk State University (Novosibirsk, the Russian Federation) towards the practice. The survey results revealed that a relatively small number of respondents (31.07% of teachers and 9.03% of students) have experience of foreign academic activity; the large majority of participants highly assessed the possibility of studying and working abroad (4.87 and 3.48 on a 5-point Likert scale among teachers and students, respectively). The results of the study are in line with the findings of similar studies on academic migration in other BRICS countries; therefore, they can be extrapolated in a broader context. In particular, according to all respondents, the possibility of repeated or circular migration is extremely low (0.88 and 1.61). The research results can help to manage international research and exchange programs, as well as to regulate university training programs and academic migration. The novelty of the study lies in the analysis of the motivation of scientists and students on academic migrating and their assessment of migration intentions based on an example of a single educational institution and region.

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Jensen, Bryant, Silvia Giorguli Saucedo, and Eduardo Hernández Padilla. "International Migration and the Academic Performance of Mexican Adolescents." International Migration Review 52, no. 2 (June 2018): 559–96. http://dx.doi.org/10.1111/imre.12307.

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We analyze path models of a nationally representative sample of Mexican adolescents in 2008 to explore how migration variables interact with school retention to shape their migration plans, effort in school, and achievement on a standardized measure of Spanish literacy. Among other findings, we discover that more immediate plans are associated with lower performance for students considering migration and that this relationship varies by family socioeconomic status. We also find that parent migration exposure negatively affects achievement for some groups. We interpret findings in terms of structural inequalities in Mexico and conclude with recommendations to enrich academic learning opportunities for children and youth within migrant families and communities.

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Pivovar, Efim. "History of Post-Soviet Migrations in Russian Science of the 21st Century." ISTORIYA 12, no. 11 (109) (2021): 0. http://dx.doi.org/10.18254/s207987840017596-4.

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The paper is devoted to the latest Russian historiography of migration processes in the post-Soviet space. The author considers the most important research projects of academic institutions and universities of Russia in the field of history and modern dynamics of post-Soviet migrations, covers key trends and results of the development of migration issues in the framework of various areas of Russian science. The author comes to the conclusion about the need for further in-depth development of the recent history and modern trends in the migration policy of the CIS countries, the role of migration in the dialogue of cultures and civilizations in the post-Soviet space, including within the framework of international cooperation of Eurasian scientists.

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Juozeliūnienė, Irena, Indrė Bielevičiūtė, and Irma Budginaitė-Mačkinė. "Portraying Migrant Families in Academic Publications: Naming and Framing." Vilnius University Open Series, no. 3 (September 9, 2020): 65–76. http://dx.doi.org/10.15388/os.2020.4.

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In this chapter the authors set out to examine how migrant families are named and framed in academic publications by Lithuanian researchers published from 2004 to 2017, available in Lithuanian and international academic databases. The authors aim to disclose how Lithuanian academics perceive the change of family boundaries and fluidity of family relations in the context of global migration, and how the meanings of ‘change’ are used within academic publications that have sought to define the migrant family life as ‘troubling’. The analysis of publications presented in this chapter was carried out from January to March 2018. It formed a sub-study of the research project ‘Global Migration and Lithuanian Family: Family Practices, Circulation of Care, and Return Strategies’ (2017–2019), funded by the Lithuanian Research Council. The analysis has revealed that Lithuanian researchers portray migrant families as extended in space, liquid, networked, survived, but unsecure because of ongoing risks as well as experiencing ‘losses’ or/ and ‘gains’. The researchers conclude that portraits presented by the academics are framed by the family ideology, while naming of migrant families highly rely on the images of ‘how a family should be’.

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Verbovyy, Mykola. "ACADEMIC MIGRATION AND STRATEGIC DOMAINS OF EDUCATIONAL MANAGEMENT." Educational Analytics of Ukraine, no. 1 (2018): 116–26. http://dx.doi.org/10.32987/2617-8532-2018-1-116-126.

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Breen, Marcus. "Privileged migration: American undergraduates, study abroad, academic tourism." Critical Arts 26, no. 1 (March 2012): 82–102. http://dx.doi.org/10.1080/02560046.2012.663163.

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Riazantsev, S. V., and E. E. Pis'mennaia. "The Effects of Foreign Academic Migration for Russia." Russian Education & Society 52, no. 5 (May 2010): 55–70. http://dx.doi.org/10.2753/res1060-9393520505.

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Juozeliūnienė, Irena, Indrė Bielevičiūtė, and Irma Budginaitė-Mačkinė. "Parenting and Migration in Academic Publications: What is seen to be ‘Troubling’?" Vilnius University Open Series, no. 3 (September 9, 2020): 78–97. http://dx.doi.org/10.15388/os.2020.5.

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In this chapter the authors examine how parenting in migration context is portrayed in the academic discourse in Lithuania. The authors reveal the depictions of migration-induced child caring practices, based on the results of analysis of academic publications (2004–2017) carried out from January to March 2018 as part of the sub-study of the research project ‘Global Migration and Lithuanian Family: Family Practices, Circulation of Care, and the Return Strategies’. The chapter focus on the portrayal of parenting within the host country, after return from emigration and in transnational family settings. The analysis reveals how value judgements about family life rooted in the low mobility discourse are reproduced in academic publications on family and migration and lead the researchers to portray parenting in migration as ‘troubling’.

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Garapich, Michal P., Kamila Fiałkowska, and Elżbieta Mirga-Wójtowicz. "Why Do Roma Migrate? A Critical Analysis of Academic Silence in Polish Scholarship." Critical Romani Studies 2, no. 2 (December 2, 2020): 4–22. http://dx.doi.org/10.29098/crs.v2i2.37.

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The article discusses the case of academic silence with regards to the migration of Roma from Poland – both in Polish Romani studies and in migration studies. The absence of Romani migration in migration research in Poland is contrasted with the absence of the subject of migration in Romani studies, offering a glimpse into fundamental assumptions, and politically and ideologically determined paradigms within both areas. Paradoxically, the group associated in the social imaginary with mobility is absent in migration studies in Poland. Quite surprisingly, Polish Roma are static and immobilized in Polish Romani studies. The aim ofthis paper is to critically explore this particular type of discursive silence and how it impacts migration and Romani studies.

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Teichler, Ulrich. "Academic Mobility and Migration: What We Know and What We Do Not Know." European Review 23, S1 (April 2, 2015): S6—S37. http://dx.doi.org/10.1017/s1062798714000787.

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Although internationalisation of the scientific world is a key issue in public attention and policy, the actual information base on migration and mobility of ‘teachers in higher education’, ‘scholars’, ‘academics’ or ‘researchers’ has remained weak. Most available statistics focus on ‘foreign’ students or ‘foreign’ scholars rather than persons mobile for purposes of learning and academic/research work, and provide information only on a single moment rather than on the life course of moving between countries. In recent years, some surveys of the ‘academic profession’ and ‘researchers’ have been undertaken primarily in economically advanced countries or especially in European countries that provide an overview on various modes, e.g. migration prior study, short-term student mobility and mobility for the whole degree programme, mobility in the phase of doctoral education and training, professional mobility in various stages of the professional career and finally shorter visits linked to academic and research work. All available information suggests that substantial differences exist by country and that no signs of convergence are visible. Moreover, surveys confirm that international experience is a frequently valuable asset of academic research careers but often is viewed as less beneficial than conventional wisdom suggests.

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Pereira, Andrés, and Angélica Alvites Baiadera. "La OIT en Latinoamérica: laboratorio para una regulación internacional y ordenada de las migraciones (1936-1966)." Migraciones internacionales 14 (April 30, 2023): 0. http://dx.doi.org/10.33679/rmi.v1i1.2556.

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This article analyses the treatment that International Labour Organization (ILO) gave to international migration in Latin America—between 1930 and 1960—at the American Labor Conferences. Based on a qualitative methodology, a documentary corpus consisting of memories, statements, and reports produced in the context of the conferences held by the organization was constructed and analyzed. This document aims to contribute to the scarce existing academic production about the treatment that migrations received during the period in question by international organizations. It also shows how the possibility of regulating migration at the regional level was established on the ILO agenda. The article concludes that this agenda, marked by utilitarian thinking schemes on migration, is a laboratory for the incipient promotion of measures aimed at the denationalization of migration policies.

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Martin, Philip L., and Ibrahim Sirkeci. "CONFERENCE REPORT: Turkish Migration Conference and Migration Challenge." Migration Letters 13, no. 1 (January 12, 2016): 169–71. http://dx.doi.org/10.33182/ml.v13i1.271.

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Rough estimates suggest that there are five to six million movers (migrants) originated from Turkey and, with the recent influx of Syrians, the volume of movers into Turkey reached record between three to four million. Turkey passed a qualitative and quantitative threshold as a country of movers: Millions moved out whilst millions moved in. The three Turkish Migration Conferences since 2012 reflect that reality. The breadth of topics and depth of discussions highlight a growing academic community interested in this particular case of human mobility. The debates about Turkish migration experiences are rich and reveal patterns of regular, irregular, and circular moves. Different perceptions and legal frameworks point to different implications for Turkey and its Diaspora.

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Aryal, Pitambar, Tej Bahadur Karki, Dipak Mahat, and Dasarath Neupane. "Unravelling the Motivations behind Students’ Academic Migrations in Nepal: A Mixed-methods Approach." NPRC Journal of Multidisciplinary Research 1, no. 1 (August 22, 2024): 1–18. http://dx.doi.org/10.3126/nprcjmr.v1i1.69011.

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Background: Academic migration in Nepal is a complex phenomenon influenced by various factors that impact students' decision-making processes. Policymakers and educators need to understand these motivations. Methodology: This study investigates why Nepalese students are increasingly choosing to pursue academic opportunities abroad, and domestically. Using a mixed-methods approach, a cross-sectional time horizon was adopted in the Gulmi district of Lumbini province, Nepal. Results: Results show that factors like educational quality, educational opportunities, and career opportunities play a role in motivating academic migration; there is not a significant association between domestic and international academic migration plans with their educational purpose (p = .681), and with career purposes (p = .426). KII and FDG highlighted the lack of learning and earning schemes, demanded courses, technical training for practical courses, career opportunities, and job opportunities for students forced to migrate. Conclusion: The studies on academic migration highlight the complex factors driving students to seek education abroad, including attitudes towards staying in the host country, socio-economic and psychological impacts, and better career prospects. Economic considerations are a primary motivator, with personal attitudes and social networks also influential. For Nepalese students, interest in international migration is driven by perceived better quality of education, extra-curricular opportunities, and political stability. Chi-Square tests show no significant difference in migration plans based on educational or career purposes, indicating similar motivations for domestic and international migrants. Novelty: The study's strength is in identifying the multifaceted reasons behind students' decisions to migrate, which include economic, social, and personal factors. It highlights the role of students' attitudes as a mediator in their migration decisions, a nuanced aspect not widely explored in previous research. Furthermore, the Nepalese context provides a unique perspective on how local conditions and perceptions of opportunities abroad shape migration trends.

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Vukcevic, Nemanja. "Migration and religiousness." Вестник Пермского университета. Философия. Психология. Социология, no. 3 (2020): 486–93. http://dx.doi.org/10.17072/2078-7898/2020-3-486-493.

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The subject of the research is the relationship between the phenomena of religion and migrations. The problem of their interaction has been inherent in human society since the ancient times; this problem is relevant one in nova days too. The consequences and prospects of development of this complex phenomenon in contemporary society are not sufficiently examined in science yet, especially in Sociology. In the paper, the role of religion in migration processes is studied based on the analysis of various sources, synthesis, induction, analogy, and abstraction. In course of research were analyzed numerous religious treatises, fiction works and classical sociological works, as well as works by foreign and Russian contemporary academic authors. The paper notes that the migration discourse has now shifted from the geographic and demographic to the socio-political domain. Religion has begun to play an important role at all stages of migration, both from the perspective of neoliberal and humanistic approaches. The paper aims to identify the role of the religious factor in the migration process and the role and logic of migration not only in inter-faith but also in intra-faith relations. It is shown that migration either serves as a catalyst for religious feelings and behavior or it strengthens the existing religious identity of migrants and enhances the quality of their religious feelings. The study highlights the need to improve the legislative framework of religious freedom, but also raises the question of how far religious communities can go in the process of advancing religious practice. In this regard, migrations often become a challenge for a secular state. Therefore, it is concluded that only an integrated approach would contribute to solving this problem.

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Trejo Peña, Alma Paola. "La cooperación académica en educación superior entre México y España 1977-2017. Una política migratoria y contexto de acogida diferenciado." education policy analysis archives 28 (January 13, 2020): 4. http://dx.doi.org/10.14507/epaa.28.4342.

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Educational cooperation between states facilitates academic and student mobility. Since 1977, with the reestablishment of relations between Mexico and Spain, higher level educational cooperation has been regulated through normative instruments, which has led to an increase in exchanges of academics and students. Mexico and Spain are part of collaborative networks that promote academic and student mobility in Latin America, and the acquisition of Highly Qualified Human Resources (RHAC) is essential for both countries to develop technological and scientific innovations. In this article, we seek to determine if the migration and academic cooperation policy for RHAC influences the retention of talents, for which the legislation on immigration management of RHAC and regulatory instruments between Mexico and Spain are analyzed. Among the main results, it is worth mentioning that academic cooperation has increased, but the Mexican context facilitates Spanish academics to stay in Mexico.

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Diallo, Souleymane, and Fodié Tandjigora. "Political Repression, Refugee Crises and Labor Migration from Post-Colonial Mali." Journal of Asian and African Studies 59, no. 7 (October 18, 2024): 2215–28. http://dx.doi.org/10.1177/00219096241283671.

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This article zooms in on the ways in which forced migration articulates with labor migration in urban West Africa. Precisely, it reflects on how the refugee crisis contributes to labor migration and, inversely, how labor migration is used as a strategy to respond to the predicament induced by the adverse and often deeply humiliating living conditions of exile. To this end, we situate the article within broader scholarly debates on migration categories. We use the notion “exile” to refer to the social conditions induced by political persecution-related relocations from Mali to Niger and Senegal. Our discussion draws on data collected from freeborn Tuareg from Mali in Niamey and former Malian students who fled the dictatorship of Moussa Traoré. The results prompt a reflection that prioritizes the empirical connections between forced and labor migrations over their differences, something that is often taken for granted in the academic literature and in political narratives.

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Hagelskamp, Carolin, Carola Suárez-Orozco, and Diane Hughes. "Migrating to Opportunities: How Family Migration Motivations Shape Academic Trajectories among Newcomer Immigrant Youth." Journal of Social Issues 66, no. 4 (December 2010): 717–39. http://dx.doi.org/10.1111/j.1540-4560.2010.01672.x.

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Grigorichev, Konstantin V., Viktor I. Dyatlov, and Iraida V. Nam. "Migration and ethnicization of urban areas: an academic workshop." Vestnik Tomskogo gosudarstvennogo universiteta. Istoriya, no. 5(37) (October 1, 2015): 5–8. http://dx.doi.org/10.17223/19988613/37/1.

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Nastasă-Matei, Irina. "Academic Migration and Cultural Diplomacy During the Cold War." History of Communism in Europe 9 (2018): 139–57. http://dx.doi.org/10.5840/hce201897.

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Romania was the first country in the Eastern bloc to initiate diplomatic relations with the Federal Republic of Germany. On January 31, 1967, the Embassy of the FRG was opened in Bucharest, Romania. In this context, which marked the intensification of the cultural exchange between the two countries, with special attention paid to the exchange of students and researchers, in this article I aim to tackle the situation of the Humboldt fellows from Romania during 1965-1989, as agents of knowledge transfer and actors of soft-power strategies between the two blocks.

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Unterberger, Alayne. "Popular vs. Academic Notions on Globalization and Im/migration." Practicing Anthropology 38, no. 1 (December 2016): 56–57. http://dx.doi.org/10.17730/0888-4552-38.1.56.

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POTTS *, ANTHONY. "Academic migration during the ‘golden age of higher education’." Journal of Educational Administration and History 36, no. 1 (April 2004): 35–45. http://dx.doi.org/10.1080/0022062042000177656.

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Jensen, Bryant, Silvia Giorguli Saucedo, and Eduardo Hernández Padilla. "International Migration and the Academic Performance of Mexican Adolescents." International Migration Review 52, no. 2 (June 2018): 559–96. http://dx.doi.org/10.1177/0197918318781827.

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Pis'mennaia, E. E. "Characteristics of Tracking Academic Migration in Russia and Abroad." Russian Education & Society 52, no. 5 (May 2010): 33–41. http://dx.doi.org/10.2753/res1060-9393520503.

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Padilla-Romo, María, and Cecilia Peluffo. "Violence-induced migration and peer effects in academic performance." Journal of Public Economics 217 (January 2023): 104778. http://dx.doi.org/10.1016/j.jpubeco.2022.104778.

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Pesic, Jelena. "Gender perspective in migration studies." Sociologija 55, no. 2 (2013): 317–32. http://dx.doi.org/10.2298/soc1302317p.

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Research field of migration has been developing for a long time parallel to and outside mainstream institutional academic sociology and its theoretical foundation. In the last two decades, within the field of migration studies, one specific aspect of the phenomena came to the research focus: gender, as significant factor that influences on motivation for migration, shaping, at the same time, its characteristics and specific experiences. With decisive breakthrough of qualitative methods in social sciences and humanities, as well as with gradual development of postmodern philosophy and feminist theory, gender migration studies have been established as research sub-discipline, with its own theoretical and categorical scientific apparatus (as well as institutional-academic grounding), managing more or less successfully to explain and understand multidimensional character of migration processes. This text represents an attempt to make relatively concise overview of disciplines? historical, theoretical and research field development, as a first step in its broader affirmation within Serbian institutional sociology.

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Janker, Judith, and Susan Thieme. "Migration and justice in the era of sustainable development goals: a conceptual framework." Sustainability Science 16, no. 5 (May 15, 2021): 1423–37. http://dx.doi.org/10.1007/s11625-021-00958-3.

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AbstractMigration and mobility are major characteristics of societies worldwide. The reasons for and pathways of migrations vary, as do perceptions of migration. Political debates are often organised normatively: the debate on the sustainable development goals presents migration foremost as a development issue resulting from global inequalities. The problems faced by particular migrants, and what a more sustainable approach to migration would look like are, therefore, often lost in political debates. We aim to address those gaps: the article conceptualizes, based on established academic debates, how sustainability in migration can be addressed systematically, which aspects are important for a more sustainable migration process and which trade-offs and injustices exist from several perspectives. We create a conceptual framework of sustainability in migration processes, building on the concepts of inter- and intragenerational justice, commonly accepted as the core of the sustainability concept. We apply this conceptual framework to empirical findings on labour migration and multilocality in Kyrgyzstan. The case enables consideration of the nested system effects of scale and translocality. This research is novel because it bridges the divided literature on migration, justice and sustainability, integrates theoretical and empirical insights and provokes a debate on which kind of migration we want to achieve.

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Karki, Pralhad, and K. D. Manandhar. "Restricted opportunity: the missing point in Nepali migration- discourse." Journal of Advanced Academic Research 3, no. 2 (February 23, 2017): 150–59. http://dx.doi.org/10.3126/jaar.v3i2.16767.

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Restricted opportunity is the key push-factor that compels Nepalis to leave home for job abroad. Yet it is not taken seriously in the Nepali migration-discourse. A general survey of literature of migration issues in Nepal reveals how the factor is sidelined by stakeholders of migration particularly policy makers and those who are responsible for managing the foreign employment sector. Scholars are mostly found not emphasizing the point in their academic rhetoric on migration issues. Because of this there is a trend to surround migration discussion with two themes - remittance and labor-export. Although the themes are important and relevant, they alone cannot make the migration discourse complete. Due attention should therefore be given to the restricted opportunity and all components attached to it. Journal of Advanced Academic Research, Vol. 3, No. 2, 2016 150-159

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Aparna, Kolar, Joris Schapendonk, and Cesar Merlín-Escorza. "Method as Border: Tuning in to the Cacophony of Academic Backstages of Migration, Mobility and Border Studies." Social Inclusion 8, no. 4 (November 19, 2020): 110–15. http://dx.doi.org/10.17645/si.v8i4.3741.

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This thematic issue is a collection of articles reflecting on methods as border devices of hierarchical inclusion spanning migration, mobility and border studies. It maps some key concerns and responses emerging from what we call academic backstages of migration, mobility and border research by younger academics. These concerns are around (dis)entangling positions beyond Us/Them (i.e. researcher/researched), delinking from the spectacle of migration and deviating from the categories of migration apparatuses. While these concerns are not new in themselves the articles however situate these broader concerns shaping migration, mobility and border studies within specific contexts, dilemmas, choices, doubts, tactics and unresolved paradoxes of doing fieldwork. The aim of this thematic issue is not to prescribe “best methods” but in fact to make space for un-masking practices of methods as unfinished processes that are politically and ethically charged, while nevertheless shedding light in (re)new(ed) directions urgent for migration, mobility and border studies. Such an ambition is inevitably partial and situated, rather than comprehensive and all-encompassing. The majority of the contributions then enact and suggest different modes of reflexivity, ranging from reflexive inversion, critical complicity, collective self-inquiry, and reflexive ethnography of emotions, while other contributions elaborate shifts in research questions and processes based on failures, and doubts emerging during fieldwork. We invite the readers to then read the contributions against one another as a practice of attuning to what we call a ‘cacophony of academic backstages,’ or in other words, to the ways in which methods are never settled while calling attention to the politics of knowledge production unfolding in everyday fieldwork practices.

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Richter, Eva L. "Economic Development through Migration: Facilitating Skilled Migration to China through the Belt and Road Initiative." Chinese Journal of Comparative Law 8, no. 2 (August 25, 2020): 331–50. http://dx.doi.org/10.1093/cjcl/cxaa021.

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Abstract Strengthening people-to-people ties is part of the Belt and Road Initiative’s (BRI) cooperation priorities and is to be realized, among others, through student and academic exchanges, research cooperation, joint vocational training, and tourism. Through national legislation and efforts in bilateral and multilateral cooperation on student, academic, and personnel mobility, China occupies a key role in shaping the way migration develops along the BRI. The findings suggest that new skilled migration legislation in China, geared towards foreigners with tertiary education, paired with BRI cooperation efforts and visa facilitation, is opening comparatively more opportunities for skilled nationals of BRI countries. BRI nationals are more often exempt from visas and have access to targeted talent attraction and retention programs. Nevertheless, up to now, these efforts have been mainly undertaken by the Chinese government, and skilled BRI nationals are not being encouraged to migrate to China under the bilateral employment agreements.

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Mamani Daza, Lolo Jua, Ana Rosario Miaury Vilca, Liliana Rosario Alvarez Salinas, and Hilda Lizbeth Pinto Pomareda. "Migration and Education: Challengs of Interculturality." Universidad Ciencia y Tecnología 25, no. 110 (August 24, 2021): 40–47. http://dx.doi.org/10.47460/uct.v25i110.474.

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The teaching work implies facing constant challenges, in all academic senses, and among these, the challenges of cultural diversity in the classroom, where scientific, technological, social and cultural traditions of each person's place of origin coexist in the classroom. This paper evaluates epistemological proposals for intercultural teaching practices. Academic works developed to improve multicultural teaching practice are reviewed. The results show that there has not been a real and conscious debate on multiculturalism in the classroom and aspects related to migration and education. Anthropology has not taken a significant role in the subject. Keywords: Multiculturalism, migration, education. References [1]RAE, «Real Academia Española,» 2021. [Online]. Available: https://dle.rae.es/intercultural#Ra6Zgbj. [Last access: July 01, 2021]. [2]J. Godenzzi, «Equidad en la diversidad. Reflexiones sobre educación e interculturalidad en los Andes y Amazonía,» Centro Bartolomé de Las Casas, , Cuzco-Perú. [3]Y. Harari, De animales a dioses, Titivillus, 2014. [4]V. Rovagnati, E. Pitt y N. Winstone, «Feedback cultures, histories and literacies: international postgraduate students’ experiences,» Assessment & Evaluation in Higher Education, 2021. [5]M. Tovar, «Una América plural: Los retos de la interculturalidad,» La Piragua, vol. 24, nº II, p. 66, 2006. [6]El Universo, «¿Es el Ecuador racista?,» 17 marz0 2003. [Online]. Available: https://www.eluniverso.com/2003/03/17/0001/21/A43872FA22014CF7943CF6B117E70E94.html. [Last access: July 4, 2021]. [7]Ministerio de Cultura, «Discriminación y Racismo en el Perú,» [Online]. Available: https://alertacontraelracismo.pe/discriminacion-y-racismo-en-el-peru. [Last access: July 4, 2021]. [8]Á. Bello y M. Rangel, «ETNICIDAD, "RAZA" Y EQUIDAD EN AMÉRICA LATINAY EL CARIBE,» CEPAL, 2000. [9]Unión europea de protección civil y ayuda humanitaria, «Conociendo a la población refugiada y migrante de Lima Metropolitana,» PNUD, Lima-Perú, 2020. [10]Ministerio de Cultura del Perú, «Estadísticas de reportes,» Ministerio de Cultura del Perú, Lima-Perú, 2013.

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Journal articles on the topic 'Academic migration'

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