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Journal articles on the topic 'Academic returnee'

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Author: Grafiati

Published: 2 September 2024

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1

Li, Feng, and Li Tang. "When international mobility meets local connections: Evidence from China." Science and Public Policy 46, no. 4 (February 25, 2019): 518–29. http://dx.doi.org/10.1093/scipol/scz004.

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Abstract Transnational academic mobility has long been championed as positive and worthy of supporting. Yet, little attention has been paid to its joint impact with local connections on the career advancement of established scholars. Utilizing novel curriculum vitae data of 1447 Chang Jiang Scholars, we examine the relationship between academic mobility and the speed of obtaining prestigious academic titles. Our results suggest that local connections accelerate the career development of Chinese scholars, while international academic mobility has a negligible effect or even slows down the speed of late-phase career advancement. Returnee scholars tend to obtain national academic titles within a longer time period compared with their local counterparts. This penalty of international academic mobility also holds for returnees with only overseas PhD training experience and international research visits. Local scientists are more likely than their returnee peers with equivalent ties to have a quicker career trajectory. Policy implications are also discussed.

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2

Miao, Weishan, Bin Ai, and Xinyu Liao. "International Engagement or Local Commitment? Investigating the Publication Practices of Chinese Returnee Scholars in the Humanities and Social Sciences." Journal of Scholarly Publishing 53, no. 4 (October 1, 2022): 249–70. http://dx.doi.org/10.3138/jsp-2022-0014.

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A growing number of PhD scholars graduated from Western universities are returning to China, and this raises a range of research topics for scholars. Previous studies of these returnee scholars have mainly focused on the challenges of publishing in English but have ignored their difficulties in choosing between international and/or local academic communities. Academic publishing is regarded as a social practice in this study. Based on the data collected from 102 Chinese returnee scholars in the humanities and social sciences and drawing on the concept of discourse community, it is found that these volunteers’ publication practices are shaped by the culturally specific academic norms established in particular academic communities. This study highlights the differences between international and local discourse communities and identifies factors influencing Chinese returnee scholars’ publication practices. The ways in which they seek to exercise agency and strategies for publishing in the international and local academic communities are considered. The complexity of these returnee scholars’ publication practices is revealed through their lived experiences, adding depth and detail to current research into returnee scholars across the globe.

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3

Li, Albert W. "Bilingual returnee scholars’ identity in academic writing." Journal of Second Language Writing 64 (June 2024): 101112. http://dx.doi.org/10.1016/j.jslw.2024.101112.

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4

Zhang, Bowen, Jenna Mittelmeier, Sylvie Lomer, and Miguel Lim. "Mismatched expectations of internationalisation: Lived experiences of Chinese returnee academics in an international joint university." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211392. http://dx.doi.org/10.1177/2212585x221139298.

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This study examines the lived experiences of Chinese academic returnee staff working in a joint venture university in China. Through in-depth interviews with 11 Chinese returnees, we explore their expectations and experiences working in an internationalised university environment following an international degree overseas. Using Bourdieu’s concepts of field and habitus as an analytic lens, the findings identify the ways that returnees imagine or expect internationalised habitus and field in the unique design of joint venture universities. Yet, through participant reflection on policies towards 100% English Medium Instruction (EMI) and internationalised curricula, we identified experienced tensions between the institution’s aim to internationalise the campus and its perceived effectiveness in implementation. Many returnees spoke of Sino-foreign institutions as a substitute for the field of Western academia, and reported challenges with implementing EMI policies that caused them to rely more on their Chinese than their international experiences which ran counter to their expectations. This analysis adds nuances to the inter-relationship between field and habitus by analysing the reasons for mismatched expectations and the way individuals engage with their own habitus in response. This article concludes by outlining implications for transnational higher education in China and other host countries.

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Lim, Miguel, Rui He, and Choen Yin Chan. "Engagement with China from inside and out: Kindness and academic dialogue." International Journal of Chinese Education 12, no. 1 (January 2022): 2212585X2211476. http://dx.doi.org/10.1177/2212585x221147604.

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This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.

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Antonio Lim, Miguel, Rui He, and Choen Yin Chan. "Engagement With China From Inside and Out: Kindness and Academic Dialogue." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211498. http://dx.doi.org/10.1177/2212585x221149816.

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This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.

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7

Liu, Jin, Wenjing Lyu, Jiaxu Shi, and Wanrong Liu. "The overseas background of Chinese returnee energy scientists." PLOS ONE 18, no. 11 (November 28, 2023): e0290959. http://dx.doi.org/10.1371/journal.pone.0290959.

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In an attempt to uncover the international affiliations impacting the Chinese energy sector, this study applies the method of Curriculum Vitae Analysis (CV Analysis) to explore the overseas background of Chinese returnee energy scientists. The investigation focuses on a representative group of scientists hailing from China’s distinguished "985" project research universities. From the available online CVs, we gathered data and identified the United States, Japan, and the United Kingdom as the primary host countries that facilitate the growth and learning of these energy scientists. We also noted a concurrent surge in scientists return to China after acquiring academic and professional experience in prestigious global universities. This study thereby illuminates the evolving patterns of Chinese energy scientists’ global mobility and return migration.

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8

Lei, Ling, and Shibao Guo. "Conceptualizing virtual transnational diaspora: Returning to the ‘return’ of Chinese transnational academics." Asian and Pacific Migration Journal 29, no. 2 (June 2020): 227–53. http://dx.doi.org/10.1177/0117196820935995.

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Transnational migration brings to the fore the various social and professional connections migrants maintain with their home and sojourn countries. Drawing on a qualitative case study with 12 Chinese transnational academics in the field of the social sciences and humanities in three higher education institutions in Beijing, China, this article explores their transnational ways of being and belonging. Informed by the theoretical lens of transnational diaspora, our study indicates that the concept of “returnee” is too restricted to capture the transnational work and learning practices and the self-identification of Chinese transnational academics. Our analysis reveals that the study-abroad experience as a PhD student shapes the multiple and simultaneous ways of being and ways of belonging of the transnational academics in relation to China, the host countries where they pursued doctoral studies and, increasingly, de-territorialized transnational academic communities. Mobilizing digital communication technologies, they create spaces to negotiate their identities as researchers, ethnic Chinese and members of transnational academic communities. Their work and learning in transnational spaces have contributed to the formation of virtual transnational diaspora characterized by the inter-dependence of academics across borders.

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9

Zhu, Yanchun, Fuze Li, Chunlei Qin, Wei Zhang, and Jianbo Wen. "Analysis of Academic Cooperation Network for Returnee Faculty Members to Realize Value from the Perspective of Economics." Discrete Dynamics in Nature and Society 2021 (September 15, 2021): 1–8. http://dx.doi.org/10.1155/2021/2994123.

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Drawing on theories of social network and knowledge absorption, this paper examines the direct influence of returnee faculty members (RFMs) over college research performance (CRP) from three aspects, namely, the intensity of cooperative relationship (ICR), research influence (RI), and acquisition capability of heterogeneous knowledge (ACHK). In addition, the authors tested the regulating effect of ICR. The results show that RI of RFMs has a significant positive effect on CRP, ACHK has no significant effect on CRP, and ICR has a significant negative effect and a major regulating effect on CRP.

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Vasojevic, Nena, and Snezana Kirin. "Life satisfaction of returnee scholarship holders in Serbia." Stanovnistvo 57, no. 2 (2019): 71–86. http://dx.doi.org/10.2298/stnv1902071v.

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Educated and talented people drive progress in every country. That?s why no country can neglect these people; that would mean losing one?s own potential. This paper emphasises the importance of educating scholarship students abroad as a means of developing and accumulating human resources and a key determinant of sustainable development in the modern world. Investing in the education of the best students (scholarship holders) is an investment in the future, which brings multiple benefits on a social, economic, and political level. Migration is an important phenomenon that attracts public attention, especially when it comes to highly educated experts leaving their home country in search of better education. Highly educated experts have been leaving Serbia for several decades, which poses an obvious problem for local society. The topic of permanent migration is dominant both in foreign and domestic literature, but studies on the temporary migration of highly educated students (scholarship holders) is almost nonexistent. The aim of this paper is to point out the value of returnee scholarship holders and the importance of creating the appropriate conditions for them to stay in the country. A survey conducted on a group of 96 returnee scholarship holders identified factors that affect their satisfaction with living in Serbia. The survey involved experts from Serbia who were educated abroad as scholarship holders, where they acquired academic titles and are now employed: as faculty teachers (32); as researchers at scientific institutes (24); in the private sector (21); at universities (12); in state administrative departments (5); and in medical institutions (2). The criterion for selecting this group of respondents was that they had stayed abroad as scholarship holders, whether they used scholarships from domestic (24) or foreign (72) funds. Scholarship students go abroad mostly because of their personal aspirations for training, gaining new experiences, and because of the inability to study the desired discipline in their country, as was the case for 74 respondents. The main reasons for deciding to return are family (25) and the belief that they have a good chance to work in Serbia (18), while 16 respondents could not stay abroad. In this paper, we used the factor analysis method. The main factors that create satisfaction with life in Serbia are isolated. These factors are: satisfaction with work and a set of factors that strongly correlate with it (the ability to make decisions, the implementation of acquired knowledge, peer acceptance), as well as the recognition of their diploma in Serbia without any difficulties. By improving these factors, there might be a significant increase in the chance that returnee scholarship holders remain in Serbia for a long time. Based on this, it would be wise to build a strategy on how to encourage returnee scholarship holders to stay in the country. The results obtained in this study represent a contribution to a search for a strategy that will attract, involve, and retain educated people in the country.

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in Nature and Society, Discrete Dynamics. "Retracted: Analysis of Academic Cooperation Network for Returnee Faculty Members to Realize Value from the Perspective of Economics." Discrete Dynamics in Nature and Society 2023 (August 16, 2023): 1. http://dx.doi.org/10.1155/2023/9806360.

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12

Chen, Qiongqiong, and Yuan Li. "Mobility, Knowledge Transfer, and Innovation: An Empirical Study on Returned Chinese Academics at Two Research Universities." Sustainability 11, no. 22 (November 16, 2019): 6454. http://dx.doi.org/10.3390/su11226454.

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This study provides an in-depth analysis of the effects of academic mobility on higher education innovation through an empirical study on returned Chinese academics at two research universities in China. Based on data obtained through document analysis and semi-structured interviews with 15 academic returnees, this paper aims to examine the everyday interactions between individual returnees and their environment, with a focus on exploring how different institutional contexts affect returnees’ capacity for integration and innovation. It finds that returned academics play an important role in promoting higher education innovation in China through mobilizing their transnational capital and resources. However, their capacity to innovate is largely subject to their working environment. Evidence from the study suggests that differing institutional contexts make a substantial difference to the reintegration experiences of returnees and to their contributions to institutional changes. This paper provides a window into the changing institutional environment in China and the academic lives of returnees there. It also provides important implications for talent policy decisions.

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13

Wang, Yiran. "For Chinese Students Studying Abroad: A Study on the Influence of Overseas Study Experience on Returning Home to Find a Job." Advances in Economics, Management and Political Sciences 42, no. 1 (November 10, 2023): 41–48. http://dx.doi.org/10.54254/2754-1169/42/20232077.

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China's economic progress has been meteoric in recent years, leading numerous students to pursue their academic majors overseas. The objective of this article is to investigate the influence of international study experiences on the career prospects of Chinese students upon their return, encapsulating both the beneficial and detrimental effects. This research aims to provide robust guidance for Chinese students contemplating international study. Utilizing extensive data and market research, this paper initially elucidates the contemporary circumstances of Chinese international students returning home to seek employment. Subsequently, it delves into the various pros and cons of an international study experience with respect to job hunting, amalgamating existing data and literature. Lastly, detailed interviews with two returnee students shed light on their job-hunting experiences. This research shows that learning abroad cannot be categorized as univocal good or bad; the benefits of studying abroad come with accompanying challenges. The most important thing is to choose the path that suits students based on their circumstances rather than follow popular trends.

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14

Chen, Jiaxin, and Xiaoxin Du. "Integration or Re-mobility: Exploring the Typology of Academic Returnees’ Post-return Experiences in Chinese Universities from the Cultural Assimilation Perspective." Beijing International Review of Education 5, no. 4 (December 13, 2023): 405–22. http://dx.doi.org/10.1163/25902539-bja10022.

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Abstract In this century, Chinese overseas-educated academics have been attracted to return to their homeland to reverse the brain drain trend in China. However, many studies have found that these academic returnees may face difficulty reintegrating upon returning. This study examines the complexity of academic returnees’ post-return integration process in Chinese universities via the cultural assimilation theory perspective. Twenty-nine in-depth semi-structured interviews with academic returnees from eight top universities in Shanghai and Guangzhou were conducted. In our analysis, academic returnees perceived two obstacles to their cultural integration after returning: the mismatch in valuing research outputs and the barriers to forming a trustworthy local research community. According to their reactions to perceived challenges and given rationales, we categorized returnees’ post-return integration processes into three patterns: integration, enclavement, and self-separation. We suggest that institutionalized practices to cultivate mutual understandings between returnees and local academia regarding overseas-developed academic culture and its distinction with dominant values and norms in the local academic community are imperative to facilitate academic returnees’ post-return integration.

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15

Huang, Yongxin, and Bing Zuo. "Academic Adaptation of Young Returnee Teachers from the Perspective of Social Capital: A Case Study of Humanities and Social Sciences in Universities in Guangzhou." Creative Education 14, no. 05 (2023): 1043–60. http://dx.doi.org/10.4236/ce.2023.145067.

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16

Li, Mingsheng, Stephen Croucher, and Min Wang. "Re-entry Cultural Adaptation of Foreign-Educated Academics at Chinese Universities." Journal of Intercultural Communication 20, no. 3 (November 20, 2020): 1–16. http://dx.doi.org/10.36923/jicc.v20i3.308.

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This study investigates the re-entry acculturative experiences and challenges facing foreign-educated returnees working at Chinese universities. Fifteen returnees from five universities in a southwestern province of China participated in semi-structured interviews. The study, using the ABC theoretical framework, highlights the acculturative process of returned academics in terms of role expectations, transformed identities, and cultural learning. The process involves challenges and unmet expectations, including low salaries, heavy workloads, unsupportive administrative bureaucracy, political control, and lack of a healthy academic community culture. The findings show that re-entry acculturation is a never-ending process. Returnees need constantly to realign their expectations and to negotiate and reinterpret shifting realities.

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17

Zhao, Xiantong, Hongbiao Yin, Chenyang Fang, and Xu Liu. "For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China." Sustainability 13, no. 3 (January 27, 2021): 1333. http://dx.doi.org/10.3390/su13031333.

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Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.

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James, Robinson. "Repatriation of Academics: A Study on Sri Lankan University Lecturers." South Asian Journal of Human Resources Management 5, no. 1 (May 18, 2018): 96–116. http://dx.doi.org/10.1177/2322093718769216.

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Although repatriation adjustment is a matter for all re-entry groups, it is not clear if it is an issue for returning academics. The article aims to investigate whether the repatriation adjustment is a matter for academic repatriates. The study was conducted with 63 Sri Lankan academic repatriates who had been attached to a foreign university or academic institution for more than 1 year, had been involved in academic activities and, at the survey date, had returned within the past 2 years. One sample t-test, independent sample t-test and regression analysis were employed to test the proposed hypotheses. The article provides empirical evidence to show that repatriation adjustment is a matter for academic repatriates too. Academics who return to their home university experience less fit to their organization compared to their fit with their home organization before they had left. The article highlights that universities need to take necessary steps to develop policies and procedures to capitalize the knowledge and international experience of returning academics. The findings extend the current scope of literature on repatriation adjustment by identifying a new group of repatriates who are experiencing repatriation adjustment issues.

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19

Eisenstein, Michael. "Assessment: Academic return." Nature 533, no. 7601 (May 2016): S20—S21. http://dx.doi.org/10.1038/533s20a.

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20

Wittung-Stafshede, Pernilla. "My journey in academia: things not on the CV." Pure and Applied Chemistry 92, no. 5 (May 26, 2020): 789–96. http://dx.doi.org/10.1515/pac-2019-0805.

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AbstractI am a professor at Chalmers University of Technology in Sweden. I trained in chemistry in Sweden but went to the USA for my postdoc. I remained there for 12 years, being faculty at two American universities, before I returned to Sweden for a professorship in the northern city of Umeå. More recently, I returned to my alma mater Chalmers University of Technology in Gothenburg, where I have taken on senior leadership roles. On paper, my career trajectory looks straightforward, but there are many detrimental aspects and lucky coincidences that are not listed on my CV. Life in academia is never easy, and one is never ‘done’. But working in academia is wonderful, as it provides so much freedom and creativity, including being very accommodating towards having kids. Here, I will describe my own personal journey, with the hope of inspiring young women to follow their own path in academia. Yes, there is still bias against women in academia, but change is happening, and the many benefits of being an academic beat such drawbacks.

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21

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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Șerban, Monica, and Alin Croitoru. "Do Return Migration Policies Matter? A typology of young Romanian returnees’ attitudes towards return policies." Social Change Review 16, no. 1-2 (December 1, 2018): 9–34. http://dx.doi.org/10.2478/scr-2018-0001.

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AbstractDuring the last decades, the interest in migration policies has increased, both at institutional level and in academia. However, if the scientific understanding of policies associated with migration at destination has tremendously advanced, our knowledge about origin countries interventions in migration stays limited. Our paper addresses one of the largely unexplored topic of this area: if and what kind of policies supporting return/returnees the returnees themselves find appropriate. The analysis is based on 120 interviews with Romanian returnees, aged 18 to 39, coming back after at least 6 months of working or studying abroad in different EU countries. The article reveals that even if the return policies are generally positively evaluated by the Romanian returned migrants, not all of them support the idea of having policies specially designed for attracting migrants back to the origin country. Some of them simply reject the idea and others are sceptical about the state capacity of implementing this type of policies. The paper explores all the main clusters of attitudes towards return migration policies and illustrates each of them with excerpts from in-depth interviews.

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23

Chang, Grace Chu-Lin. "Writing feedback as an exclusionary practice in higher education." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 262–75. http://dx.doi.org/10.1075/aral.37.3.05cha.

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This ethnographic research probes into feedback on academic writing received by Taiwanese students in Australian higher education institutions, and examines whether the feedback received helped students to participate in the written discourse of academic communities. Academic writing dominates the academic life of students in Australia and is the key measure of their academic performance. This can be problematic for international students who speak English as an additional language and who are expected to acquire academic literacies in English ‘by doing’. As a social practice, academic writing depends on participation in dialogue for students to be included in the community of academia. However, the findings show that few participants received any useful feedback. Some assignments were never returned; in other cases, the hand-written feedback was illegible, and often included only overly general comments that puzzled the participants. As a result, the learning process came to an end once the students handed in their assignments; feedback failed to promote further learning related to content, and particularly to academic writing. The article highlights the few instances where participants received helpful feedback that was accessible and constructive, and which can be considered best practice for the promotion of academic literacy.

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Garralda, M. Elena. "Integrated academic training pathways and academic child and adolescent psychiatric training." Psychiatrist 36, no. 1 (January 2012): 32–33. http://dx.doi.org/10.1192/pb.bp.111.034447.

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Aims and methodTo carry out a survey to ascertain the role of academic clinical fellowship posts within the integrated academic training programme for academic training in child and adolescent psychiatry. Questionnaires were sent to UK academic child psychiatric units.ResultsA total of 18 units returned questionnaires; this identified eight university lecturers and two academic clinical fellows in post.Clinical implicationsIntegrated academic training pathways seem unlikely to contribute substantially to academic training and to maintaining the pool of academic clinicians in child and adolescent psychiatry. It may need reappraising with regard to psychiatric specialties.

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25

Xu, Dean. "Opportunities and challenges for academic returnees in China." Asia Pacific Journal of Management 26, no. 1 (February 7, 2008): 27–35. http://dx.doi.org/10.1007/s10490-007-9075-y.

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Laug, Katja, and Katja Laug. "And So The Judge Returns: Blood Meridian Workshop at the University of Warwick." Exchanges: The Interdisciplinary Research Journal 3, no. 2 (April 30, 2016): 253–61. http://dx.doi.org/10.31273/eirj.v3i2.139.

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Pulitzer Prize winning author Cormac McCarthy’s work has become required reading in literary criticism, and yet no syllabus appears to provision for the in-depth discussion his texts, particularly the 1985 novel, Blood Meridian: Or, the Evening Redness in the West, require. The ‘And So the Judge Returns: Blood Meridian Workshop’ at the University of Warwick emerged from the idea to provide a space that facilitates such a discussion. Designed to bring academics and non-academics of all ages together in one space, the workshop quickly developed from a small, Warwick-based event into a live-streamed and recorded international conference with a significant audience based in the United States. The workshop reaffirmed the interest in the novel’s enigmatic antagonist Judge Holden and motifs such as the landscape and violence. Less traditional ideas of the judge were also discussed, such as reading the judge as fraud or as weary of chaos and perpetual violence. The workshop succeeded in creating a space to share thoughts and ideas and continue the academic discourse on the novel. Speakers included Dr Nicholas Monk and Dr David Holloway, both established McCarthy critics; Peter Josyph whose artistic engagement with McCarthy’s work and career his highly respected among critics; and Dr Dan O’Hara, expert in American Studies. Ronan Hatfull and Katja Laug represented the younger generation of McCarthy critics. Live-streaming also afforded insights into the academic discourse to the mostly non-academic online audience. The article provides a summary of the day’s events and the links to the edited recordings.

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Badru, Bazeet Olayemi, Nurwati A. Ahmad Zaluki, and Wan Nordin Wan Hussin. "Academic directors and IPO initial returns." International Journal of Business Governance and Ethics 13, no. 1 (2018): 33. http://dx.doi.org/10.1504/ijbge.2018.095413.

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Badru, Bazeet Olayemi, Nurwati A. Ahmad Zaluki, and Wan Nordin Wan Hussin. "Academic directors and IPO initial returns." International Journal of Business Governance and Ethics 13, no. 1 (2018): 33. http://dx.doi.org/10.1504/ijbge.2018.10016569.

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29

Ma, Ling, Yining Tan, and Wei Li. "Identity (re)construction, return destination selection and place attachment among Chinese academic returnees: A case study of Guangzhou, China." Cities 143 (December 2023): 104563. http://dx.doi.org/10.1016/j.cities.2023.104563.

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30

Daller, Helmut. "The academic language proficiency of Turkish returnees from Germany." Language, Culture and Curriculum 8, no. 2 (January 1995): 163–73. http://dx.doi.org/10.1080/07908319509525200.

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Faria, João Ricardo, and Rajeev K. Goel. "Returns to networking in academia." NETNOMICS: Economic Research and Electronic Networking 11, no. 2 (March 16, 2010): 103–17. http://dx.doi.org/10.1007/s11066-010-9048-z.

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32

Pool, Robert. "The social return of academic research." Nature 352, no. 6337 (August 1991): 661. http://dx.doi.org/10.1038/352661a0.

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33

James, Robinson, and Theophilus Azungah. "Repatriation of academics: organizational support, adjustment and intention to leave." Management Research Review 43, no. 2 (August 30, 2019): 150–65. http://dx.doi.org/10.1108/mrr-04-2019-0151.

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Purpose This paper aims to examine the influence of academic repatriates’ perceived organizational support, adjustment and external employment opportunity on their intention to leave. Design/methodology/approach The data were collected from Sri Lankan academics who returned to their home university after completing their work (teaching/research) abroad. The repatriates who involved in teaching and research for one or more years abroad were included in this survey. Findings Results indicated that repatriates’ both the perceived organizational support had an important role to play in the prediction of repatriation adjustment and intention to leave. In turn, academics who adjusted to their repatriation better were highly likely to stay at their home university. In addition, repatriates’ perceived organizational support decreased their intention to leave through adjustment. In addition, when repatriates had trouble in adjustment and perceived high external employment opportunities, they reported higher intentions to leave the university than those who perceived fewer external employment opportunities. Research limitations/implications This study relied on cross-sectional and self-reported data and was conducted with small number of sample (112). Practical implications For the academic institutions, this study will help to clarify their role in managing repatriation adjustment and develop appropriate organizational systems that can facilitate repatriates to better adjust to their repatriation which, in turn, reduces their intention to leave. This study signifies the role of management in retaining repatriates. Originality/value This study further contributes to the current discussion on repatriation and moves this discussion to academic repatriates. This study, particularly, discusses the issues of retaining repatriates in a Sri Lankan context as a developing country where attracting and retaining academic repatriates are more challenging tasks for universities.

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Cole, Barry L. "Nathan Efron: Charismatic academic returns to Australia." Clinical and Experimental Optometry 88, no. 6 (November 2005): 430–33. http://dx.doi.org/10.1111/j.1444-0938.2005.tb05113.x.

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de Figueiredo, John M., and Brian S. Silverman. "Academic Earmarks and the Returns to Lobbying." Journal of Law and Economics 49, no. 2 (October 2006): 597–625. http://dx.doi.org/10.1086/508248.

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Strauss-Keevy, Monique. "Education programmes' responsibilities regarding pervasive skills." Journal of Economic and Financial Sciences 7, no. 2 (July 31, 2014): 415–32. http://dx.doi.org/10.4102/jef.v7i2.148.

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The Competency Framework of the South African Institute of Chartered Accountants (SAICA) details specific competencies, but also places emphasis on the pervasive skills that need to be attained by candidates in order to qualify as South African chartered accountants (CAs (SA)). This article presents the results of a literature review and empirical work that provides conflicting results as to whether the education, the training or a combination of the programmes are responsible for ensuring that aspirant CAs (SA) are equipped with pervasive skills. This study returned significant findings, indicating that SAICA-accredited academics are not aware of their responsibility to ensure that aspirant CAs (SA) have achieved all the competencies as set out in SAICA’s Competency Framework. While this apparent shortcoming may exist, it is the responsibility of the Heads of Academic Departments and SAICA alike to further inform academics that the onus to transfer both competencies (specific and pervasive) rests predominantly with them.

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Edelheim, Johan R., Kimberly Thomas, Kajsa G. Åberg, and Giang Phi. "What do conferences do? What is academics’ intangible return on investment (ROI) from attending an academic tourism conference?" Journal of Teaching in Travel & Tourism 18, no. 1 (December 21, 2017): 94–107. http://dx.doi.org/10.1080/15313220.2017.1407517.

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Mekuria, Girma. "MODELING ACADEMIC LEADERSHIP DEVELOPMENT: LINKING COMPLETE ACADEMIC LEADERSHIP BEHAVIORS TO LEADERSHIP OUTCOMES." Ethiopian Journal of Business and Social Science 5, no. 1 (May 2, 2023): 1–24. http://dx.doi.org/10.59122/134f5bf.

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The purpose of this study was to investigate if the link between complete leadership behaviors and leadership outcomes provides new insight to advance academic leadership preparation in Ethiopia’s public universities. The cross-sectional survey research design was preferred to administer the data collection process. Using the sample size determination technique, the investigator randomly selected 450 sample units, of which the properly filled and returned were 401 (89%). Subsequently, the study employed stepwise regression analysis to investigate the best subsets of academic leadership behaviors that account to improve leadership outcomes. As result, intellectual stimulation, contingent reward, inspirational motivation, building a learning environment, idealized influence-attributions, laissez-faire, and idealized influence-behaviors were the best subsets of leadership sub-behaviors, which significantly account (R2=69.4%) to improve leadership outcomes. Thus, the complement of full-scale instructional leadership and full range leadership sub-behaviors are constituting a complete academic leadership development model, which advances academic leadership preparation in university terrain. Keywords: Modeling; Academic Leadership; Leadership Behaviors; Leadership Development; Leadership Outcome

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Vasojević, Nena, Zora Krnjaić, and Snežana Kirin. "Scholarship holders abroad: Returnees in the academic community in Serbia." Socioloski pregled 52, no. 3 (2018): 938–59. http://dx.doi.org/10.5937/socpreg52-17682.

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Chen, Haozhe, Kenneth Anselmi, Mauro Falasca, and Yu Tian. "Measuring returns management orientation." International Journal of Logistics Management 28, no. 2 (May 8, 2017): 251–65. http://dx.doi.org/10.1108/ijlm-06-2015-0095.

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Purpose The field of returns management has become an important supply chain management topic. The purpose of this paper is to develop a conceptualization of returns management orientation (RMO), a topic that has been largely ignored by the academic community. Design/methodology/approach A series of interviews with experts and a review of the literature were used to develop the construct. Empirical survey data were used to validate the proposed RMO measurement scale. Findings Statistical results support the validity and reliability of the new RMO construct. Different analyses show that the proposed conceptualization satisfies the criteria of the tests for unidimensionality, construct validity, internal consistency reliability, and nomological validity. Furthermore, the results of this study confirm the positive relationship between a firm’s RMO and returns management performance. Research limitations/implications The present study provides a starting-point for further empirical research on returns management from a behavioral perspective. Practical implications RMO has a significant impact on returns management performance. The proposed RMO measurement scale provides a useful tool for companies to evaluate their management’s emphasis or recognition of the returns management function. Originality/value While the field of returns management has gained increased attention from both academics and practitioners, empirical research efforts on this topic are still limited. In order to address this issue, this study takes a behavioral perspective and follows a well-established approach to operationalize the construct of RMO.

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Alkubaidi, Miriam. "Pulling-Strings: Narratives of Conflicting Identities from Saudi Novice English Language Professors." Arab World English Journal 13, no. 2 (June 24, 2022): 352–63. http://dx.doi.org/10.24093/awej/vol13no2.24.

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The present study explores the struggle led by academic novice English language professors against a robust hierarchical administrative system in a Saudi university. The study adopts a qualitative narrative approach. Data were collected in the form of narratives through interviews with six assistant professors who have availed of the King Abdullah Scholarship Program and recently returned to Saudi Arabia. Grounded theory was applied to analyze the data. Thematic analysis was performed to examine the data. The study results showed that the participants claimed that their relationships with colleagues were weak. They shared no interest and are different in sub-majors. Thus, participants found themselves isolated and disconnected. The study concludes that the views of Saudi academics need to be considered. In contrast, the university as an organization needs to be reshaped and restudied to meet the needs of its academic staff. The study’s significance lies in filling the literature gap about how the Saudi professors perceive their identity after returning home and how they deal with the administrative challenges to cope with their working environment.

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Fangmeng, Tian. "Globalization and Transnational Academic Mobility: The Experiences of Chinese Academic Returnees by Qiongqiong Chen; Return Migration Decisions: A Study on Highly Skilled Chinese in Japan by Ruth Achenbach." Asian and Pacific Migration Journal 27, no. 2 (April 26, 2018): 242–45. http://dx.doi.org/10.1177/0117196818769495.

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MCLEAN, R. DAVID, and JEFFREY PONTIFF. "Does Academic Research Destroy Stock Return Predictability?" Journal of Finance 71, no. 1 (January 14, 2016): 5–32. http://dx.doi.org/10.1111/jofi.12365.

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Robb, Charles S. "In Virginia ... A Return to Academic Rigor." NASSP Bulletin 70, no. 491 (September 1986): 60–63. http://dx.doi.org/10.1177/019263658607049114.

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Mavisakalyan, Astghik, and Juergen Meinecke. "The labor market return to academic fraud." European Economic Review 82 (February 2016): 212–30. http://dx.doi.org/10.1016/j.euroecorev.2015.11.005.

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Dachtyl, Sarah A., and Pedro Morales. "A Collaborative Model for Return to Academics After Concussion: Athletic Training and Speech-Language Pathology." American Journal of Speech-Language Pathology 26, no. 3 (August 15, 2017): 716–28. http://dx.doi.org/10.1044/2017_ajslp-16-0138.

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Purpose In this article, we describe an academic concussion management protocol designed for grades Pre-K to 12, called Cognitive Return to Exertion (CoRTEx). Collaboration between the speech-language pathologist (SLP) and athletic trainer (AT) is highlighted. Method A description of CoRTEx is provided, and the need for collaboration is emphasized. A case study illustrates an example of how CoRTEx can be implemented at the individual student level. Results A total of 165 students went through CoRTEx from the pilot in April 2014 through December 2016. Referrals to CoRTEx were highest for football, blows to the head, and soccer. Anecdotal evidence suggests that CoRTEx provided necessary support for students and their families, although research is needed to provide objective data. Conclusions CoRTEx and other similar protocols can be used as models for SLPs to create their own academic concussion management protocols. For cases in which the injured student is an athlete, the SLP–AT collaboration is critical to carefully coordinate return to academics and return to play so that students are successful in school, as well as ready to safely return to sport. Suggestions are made for designing research studies that can provide empirical evidence for the efficacy of such academic concussion management protocols.

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Monks, James, and Michael Robinson. "The returns to seniority in academic labor markets." Journal of Labor Research 22, no. 2 (June 2001): 415–26. http://dx.doi.org/10.1007/s12122-001-1043-6.

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De Coninck-Smith, Ning. "Female Friendship in the World of Higher Learning: The Entangled Lives of Grethe Hjort/Greta Hort (1903–1967) and Julie Moscheles (1892–1956)." Nordic Journal of Educational History 11, no. 2 (May 22, 2024): 127–48. http://dx.doi.org/10.36368/njedh.v11i2.1062.

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During WW2, the Danish scholar of English literature Grethe Hjort developed a close friendship with the Czech-Jewish geographer Julie Moscheles. Their paths crossed in Melbourne, and afterwards they settled in Prague. When Moscheles died in 1956, Hjort returned to Denmark to become only the second female professor at Aarhus University in 1958. Based on a study of private correspondence, this article has three interlinked intentions. Firstly, I explore the two women’s entangled lives and their encounters with the world of academia during peacetime and war. Secondly, I situate their biographies in a historical context in light of the academic paths followed by modern young women of the interwar generation, who experienced education as a gateway to independence from conventional gender norms. Finally, the article offers an affective sensibility that adds to the conceptualization of scholarly personae.

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Ortiga, Yasmin Y., Jue Wang, and Meng-Hsuan Chou. "International academic or citizen scholar?: Singaporean returnees in the global city." Cities 137 (June 2023): 104327. http://dx.doi.org/10.1016/j.cities.2023.104327.

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Chow, Susan Ka Yee, and Jade Lai King Wong. "Supporting Academic Self-Efficacy, Academic Motivation, and Information Literacy for Students in Tertiary Institutions." Education Sciences 10, no. 12 (November 29, 2020): 361. http://dx.doi.org/10.3390/educsci10120361.

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Academic self-efficacy, academic motivation, and information literacy are considered crucial to fostering student learning in tertiary institutions. The aim of this study was to examine the information literacy self-efficacy and academic motivation of college students and to identify the predictors of information literacy self-efficacy. The participants included students in their junior and senior years studying nursing, healthcare, and non-healthcare disciplines at a self-financing institution. Data were collected through a quota sampling method using a questionnaire. In total, 504 valid questionnaires were returned. The results indicated a moderate positive correlation between the two variables. The nursing students were found to have lower information literacy self-efficacy scores than those from the other disciplines. The results from a multiple regression analysis showed that the following factors are predictors of information literacy self-efficacy: being a nursing student, total scores for academic motivation, and owning a personal computer. Nurse educators are encouraged to strengthen the information literacy skills of nursing students, as this is an essential component in the application of evidence-based practices in the nursing profession.

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