International migration, international mobility, and the concept of self-initiated expatriation (SIE) [1] are intensively debated, ranging from research and politics to families and corporate recruiting strategies. Today, previously inexistent possibilities and contexts enable and advance new processes and patterns of highly skilled mobility, such as self-initiated expatriation. An emerging field of study examines the concept of SIE and boundaryless career building processes from the perspectives of highly skilled people and their human resources. The importance of 'global talents', the demand for skills in globalizing labour markets, and the phenomenon of individualization influence policies on multiple levels and pull highly skilled people in diverse destinations. International opportunities beyond traditional corporate assignments generate various life-and career options for these 'talents'. The aim of the chapter is to foster the conceptualization and contextualization of SIE and its cross-dissemination. It provides an overview of the approaches and debates in international migration and mobility research and focuses on the highly skilled people as embedded individuals. The chapter addresses recent theory discussions, such as the 'mobility turn' and the 'big data' in empirical social research, and it synthesizes a theory landscape on SIE research. It incorporates various disciplinary angles, interlinking different lenses, framings and mechanisms to trigger future research. The contributions broaden the understanding of SIE concept both empirically and theoretically with particular insights from the Finnish context.
Higher education and public research play an important role in economic development, mainly in industrial research and development (R & D) and innovation through the manufacturing sector. Finland has taken great strides in this regard as it represents a Europeanization of a knowledge system in the European Union, being relevant at the international level for the outstanding development the economy has witnessed throughout the R & D sector while facing international challenges. The available database from Tekes (on the current state of the Finnish R & D sector) provided records of the gradual development of the sector over time and at different levels of the Finnish knowledge system. The article does not describe major policy measures of the Bologna process but rather attempts to consider the economic rationale of R & D development and its economic impacts in Finland within the Bologna framework. The article is concerned with the ways in which Finnish R & D under specific conditions has given results at the economic level with the Europeanization process and its subsequent policies. A synoptic view is given of higher education research strategies in terms of R & D and the article also touches on the issue of the general effects of the development of R & D and its economic relevance in light of the Bologna reforms.
Diversity, equality, and inclusion are core values within higher education, but what do these values mean when students' and scholars' practices are enacted within what Barnett (2000) defines as a supercomplex world? Several opportunities are open for everyone, but at the same time it is evident that traditional, institutional logics of diversity and ways of understanding the world reproduce traditional dominance structures. Within this context, Barnett (2000) states that the university has an important function, offering completely new frames of understanding, a 'compounding supercomplexity', 'to help us comprehend and make sense of the resulting knowledge mayhem; and to enable us to live purposefully amid supercomplexity". In an age of supercomplexity, "a new epistemology for the university awaits, one that is open, bold, engaging, accessible, and conscious of its own insecurity. It is an epistemology for living amid uncertainty' (p. 409). He added that higher education should prepare students for such supercomplex world 'in which we are conceptually challenged, and continually so ' (p. 409).In this editorial, we are revisiting perspectives on diversity, inclusion, and equality, as we think this represents the most important social responsibility within higher education institutions today. As we all are bombarded with information and our values are continually challenged, the need to develop our perceptions and knowledge of these core values within higher education is more important than ever. We think intersectionality is one important starting point because it is 'a theoretical framework rooted in the premise that human experience is jointly shaped by multiple social positions (e.g., race, gender), and cannot be adequately understood by considering social positions independently' (Bauer et. al., 2021, p. 1). Intersectional core categories often emerge, converge, and diverge in society as interwoven, mutually interfering, and shaping one another (e.g., Bhopal & Preston, 2012). In a systematic literature review on intersectionality in higher education research, Nichols and Stahl (2019) call for more vigorous research efforts to unpack the mechanisms of intersecting systems of inequalities that affect participation and outcomes of students and faculty. In a supercomplex world, it is important to constantly revisit and deconstruct how 'intersecting social identities' are
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