International teacher mobility and migration: A review and synthesis of the current empirical research and literature

Bense, Katharina

doi:10.1016/j.edurev.2015.12.001

Cited by 42 publications

(30 citation statements)

References 34 publications

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“…Bauder argued that an extensive infrastructure operates under the assumption that an increase in academic and, we add, teacher expatriates will accelerate knowledge transfer and internationalisation. The literature suggests that academic and teacher expatriates too tend to believe and are led to believe that mobility is required to boost work productivity, social networks, and experiences that could add use value to their labour and aid career progression (Bauder et al, ; Bense, ; Cantwell, ). Hence, mobility arising from structural expansion and shifts in the global education landscape operates alongside mobility as a normative practice to reinforce expatriation as a choice of necessity.…”

Section: Unique and Distinct Mobilitiesmentioning

confidence: 99%

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Koh

Sin

2020

Geography Compass

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Foreign academics and international school teachers have received little attention in migration studies and human geography despite their rapidly growing numbers and diversity in the global education landscape. This paper explores the inconsistent terms and categorical definitions attached to them and puts forth the value of approaching them as migrants under the term "expatriate." It critically reviews an emerging body of work, led by human resource management and education literature, which uncovers the complexities and unique specificities of their mobilities. Our review reveals the diverse and uneven mobility structures, practices, and outcomes of academic and teacher expatriation that are stratified by gender, age, class, race, ethnicity, and nationality.Using the concept of translocational positionality, we argue that these intersectional positions must be situated within geographical contexts of power and differentiation to make visible the multiple, contingent, and contradictory realities of such expatriation. Doing so opens avenues for more nuanced and balanced insights into the privileges and vulnerabilities that confront these expatriates and which make them distinct and worthy of study.

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Section: Unique and Distinct Mobilitiesmentioning

confidence: 99%

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Koh

Sin

2020

Geography Compass

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“…Income is an important indication of one's satisfaction with the working environment and has considerable influence on mobility [14][15][16], seeking to negotiate better pay and/or research facilities in another institution. Schools where teachers rated their working conditions as more satisfactory had lower attrition rates and also were schools with higher rates of low-income and/or minority students [17].…”

Section: Income: An Important But Not Essential Factormentioning

confidence: 99%

Does Money Accelerate Faculty Mobility? Survey Findings from 11 Research Universities in China

et al. 2019

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In the context of global innovation systems, it has become a universal law that the resource elements of scientific and technological innovation, such as talents, flow along the track of high efficiency to the regions that can produce high benefits. As faculty in research universities are important resources of scientific and technological innovation, developing countries such as China have sought to accelerate the transnational mobility of faculty by leveraging income. This study endeavors to gain a better understanding of the motivations for and the outcomes of faculty mobility at Chinese research universities and to determine whether attaining higher income levels through academic mobility can be considered a lever for facilitating change and improving the status of the academic profession in China. Using survey data from 445 faculty members at 11 major research universities in China, this study found a significant relationship between mobility frequency and indirect income. The findings also revealed, however that employees’ different attitudes toward income during the process of mobility are a key variable in confirming academic professional boundaries. The findings suggest that more successful mechanisms to attract or retain talented scholars should be developed and that these mechanisms should not focus exclusively on income.

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“…Teachers' emigration is also becoming a concern for important international organisations in the field, which have started to address the issue and publish their own reports (American Federation of Teachers 2009; UNESCO 2011; OECD 2015). A brilliant comprehensive review of the empirical sources available on teachers' emigration is available in the Educational Research Review (Bense 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The impact of teachers' migration for the sending countries, mostly underdeveloped ones, represents a "double loss" (Sharma 2012), firstly in human capital and secondly in growth prospects (Bense 2015). Based on a push-pull factor (Brubaker 1998), it seems that a new market developed, where demand and supply created two types of countries, auspicious for emigration or for immigration (Fitzgerald 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the emigration propensity of Romanian teachers: Does ethnicity play a role?

2017

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Mass migration was, is, and will always be an important topic of discussion regardless of whether it is economically, socially, or politically motivated. This is certainly a matter of great concern for Romania, currently Europe’s largest sender of migrants to Western Europe. Considering that the educational system should be of the uttermost priority, we addressed the issue of emigration propensity among Romanian teachers making use of data from our own nationwide survey. Bivariate logistic models were employed to identify the main factors behind the emigration decisions of pre-university teachers. Aiming to enrich the narrow economic perspective, we adopted a novelty approach by focusing on an overlooked determinant in emigration research studies, namely ethnicity in relation to nationality. Among Romania’s minorities, Hungarians are the most important ethnic group, accounting for 6.1% of the population, hence we explored their migration behaviour compared to Romanian ethnics. The results from the logistic regression models indicate significant differences regarding the factors that trigger the intention to initiate the emigration process for our subjects, based on their ethnicity. We found that teachers of Hungarian ethnicity display 50.6% less propensity to emigrate compared to the ones of Romanian ethnicity and we were able to shape distinct emigration profiles for the two groups.

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International teacher mobility and migration: A review and synthesis of the current empirical research and literature

Cited by 42 publications

References 34 publications

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Does Money Accelerate Faculty Mobility? Survey Findings from 11 Research Universities in China

Understanding the emigration propensity of Romanian teachers: Does ethnicity play a role?

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