Emigration, internationalization, and ?brain drain?: Propensities among British Academics

Schuster, Jack H.

doi:10.1007/bf01383936

Cited by 25 publications

(13 citation statements)

References 9 publications

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“…Yet, overseas appointments are not confined to managers and corporate executives. With the internationalisation of higher education (Mason, 1998; Welch, 1997a) and the growing need for international activity and strategic alliances between universities and other educational institutions (Schuster, 1994; Scott, 1994) more and more academics are taking overseas appointments (Altbach, 1996; Schermerhorn, 1999). However, very little is known about the value of international experience in an academic career, either from the perspective of individual academics themselves or managers and recruiters in higher education.…”

Section: Introductionmentioning

confidence: 99%

International experience and academic careers

2003

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This paper focuses on the relatively unexplored link between international experience and academic careers. Drawing on a study of 30 British academics in four countries, it reports how they accounted for their decision to take an overseas appointment and how they evaluated that appointment. The contemporary career literature is used as a framework for analysis connecting the findings with “traditional” and “new” career themes. The desire to travel was found to be a key driver in taking the overseas appointment. When it came to evaluating the overseas appointment, however, upward career mobility in the context of increasing internationalisation was a major concern. The paper offers a number of key concerns for managers in institutions of higher education, particularly those concerned with the management and recruitment of international faculty.

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Section: Introductionmentioning

confidence: 99%

International experience and academic careers

2003

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“…Research suggests that increasing opportunities for faculty to teach in distance education programs connected to institutions outside of their home country, the globalization of the North American MBA and expansion of education throughout Asia, The Middle East, and South America represent "pull" factors which may impact academics international mobility (Richardson and Zikic, 2007). On the other hand "push" factors such as the abolition of the tenure system in British universities, the inability of universities in developing countries to retain "homegrown" faculty who are attracted to fill the shortage of faculty and perceived higher salaries in other countries may also play a role (Richardson and Zikic, 2007;Schuster, 1994). The American Council on Education (ACE, 2005) released a report indicating that critical work-life dilemmas indicate an urgent need for higher education leaders to examine and proactively address the institutional climate that governs the entire career cycle of faculty.…”

Section: The Nature Of Academic Workmentioning

confidence: 99%

Academic Internationalization: The Impact of Mobility and Technology

Broaden¹

2012

JEVR

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The education industry has been transformed, in part, due to the impact of globalization. Globalization has created shifting paradigms in the way educational services are designed, how they are delivered and where they are located. For academic institutions to deal with these shifts; they will need to develop strategies, policies, and procedures that address issues related to globalization, the movement of resources (human, financial and physical) and the application of technology. Faculty, and how they perceive their role in shaping an internationalized academy, will be crucial in this process. In this paper, we examine academic roles, opportunities, and challenges, in an era of global change, while proposing a model of institutional internationalization that addresses the impact of mobility and technology on the academy.

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“…One of the key factors for this rapid development is that the United States is able to provide more opportunities for employment than other countries to attract worldwide talent to live and work in the United States. This, however, can result in a serious problem of brain drain for other countries -even the United Kingdom has been led to discourage brain drain from its own shores (Schuster, 1994). There are 1.5 million students studying abroad worldwide, of whom over half aim for the United States.…”

Section: Background Of Migration Of Highly Skilled Chinese To Europementioning

confidence: 99%

Migration of Highly Skilled Chinese to Europe: Trends and Perspective

Zhang

2003

International Migration

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Since China's economic opening and reforms in 1978, the country has broadened and deepened its exchanges and relations with other countries. This has contributed to the increase in the scale of international migration of highly skilled Chinese abroad. The impact of the migration of highly skilled Chinese on China and the relevant nations particularly deserve attention and study. Following the earlier migration flows mainly to the United States, Japan, Canada, Australia, and New Zealand, the migration of highly skilled Chinese to Europe has become a notable new trend. Currently, the flow of international migration of highly skilled Chinese personnel is mainly oriented toward Europe and the United States. While studying abroad has been the main form of migration of the skilled, this has now been joined by the migration of technical and professional staff, and the trend is increasing. The main country of destination for Chinese students is the United States, which absorbs more than half of the total, while Australia and Canada receive the largest number of skilled Chinese manpower. The United States also receives a large number of Chinese technical personnel, but its proportion has declined, while the flow to Europe has sharply increased. This development may be attributed to the global expansion of economic, scientific and technological, as well as cultural and educational exchanges and cooperation. But it is also the result of an increase in the educational investment made by the Chinese people following the continuous increase in China's economic strength and the population's personal income. Of greater importance are the gaps between China and Europe at the scientific, technological, and educational levels and the research and marketing environment. The intervening changes in labour market and immigration policies in European and American countries accelerate the trend further. For all of these and other reasons, the spatial distribution of Chinese students will become more balanced and play a positive role in the promotion of mutually beneficial exchanges between China and other countries.

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Emigration, internationalization, and ?brain drain?: Propensities among British Academics

Cited by 25 publications

References 9 publications

International experience and academic careers

International experience and academic careers

Academic Internationalization: The Impact of Mobility and Technology

Migration of Highly Skilled Chinese to Europe: Trends and Perspective

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