Internationally mobile academics: Hierarchies, hegemony, and the geo-scientific imagination

“Knowledge migrants” or “economic migrants”? Patterns of academic mobility and migration from Southern Europe to Mexico

“…Among the less tangible factors, the literature on academic mobility has stressed: the individual's preference for adventure and intercultural exposure and a greater than average appetite for life change among academics (Lee & Kuzhabekova, 2018); the possibility of improving performance, visibility, and credibility through mobility and, also, the development of more fruitful patterns of collaboration (Fernandez-Zubieta, Geuna, & Lawson, 2015); the positive symbolic capital-a sort of prestige-associated with international mobility (Bauder et al, 2017); the opportunity to acquire social, cultural, and symbolic capital through the acquisition of new skills and competences, the creation of new networks, and gains in terms of reputation (aka "mobility capital"; Bauder et al, 2017); increased access to international research networks and funding (Cañibano, Otamendi, & Andújar, 2008); "intrinsic rewards": greater work satisfaction, particularly in relation to the working environment, the possibility of collaborating with "star scientists," the possibility of being funded, the freedom in choosing research topics (Pellens, 2012); the institutional framework that eases access to visas, residence permits, and even acquisition of citizenship (Bauder, Lujan, & Hannan, 2018;Komatsu & Staniscia, 2005).…”

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

“…Although the term has increasingly been used since the turn of the new century, usage, however, has been almost solely confined within education literature. Academic expatriates have more often been described in existing literature by interchanging terms such as “foreign academics” (Burford, Uerpairojkit, Eppolite, & Vachananda, ), “internationally mobile academics” (Bauder et al, ; Teichler, ), “mobile academics” (Kim, ), “international academics” (Richardson, ), “migrant academics” (Kahn & Misiaszek, ; Morley, Alexiadou, Garaz, González‐Monteagudo, & Taba, ; Ortiga, Chou, Sondhi, & Wang, , ; Sang & Calvard, ), “migrant faculty” (Ortiga et al, ), and “international faculty members” (Kuzhabekova & Lee, ; Lee & Kuzhabekova, ). Alternative terms used to refer to teacher expatriates are less varied, albeit still loose and indefinite, often alternating between “international school teachers” (Bailey, ) and “foreign teachers” (Bunnell, , ).…”

“…This has been most surprising, given the ready acceptance of the “mobility imperative” (Cairns, , p. 46; Cairns, Cuzzocrea, Briggs, & Veloso, ) in an internationalised education market where moving and, in some cases, circulating overseas is valued and associated with career development and sustained employability. A few exceptions to this neglect include the recent works of Bauder, published singly and with colleagues, which offer a labour market perspective of the international mobility of academics (Bauder, ), a critical examination of the “mobility fetishism” in academia (Bauder, Hannan, & Lujan, ), and insights into hierarchies in the global academic system and the resulting uneven geographies of international academic mobility (Bauder, Lujan, & Hannan, ). Jöns (, , ) has examined transnational (short‐term and subsequent) academic mobilities and how they contribute to global knowledge production from historical and gender perspectives.…”

“…and sustained employability. A few exceptions to this neglect include the recent works of Bauder, published singly and with colleagues, which offer a labour market perspective of the international mobility of academics (Bauder, 2015), a critical examination of the "mobility fetishism" in academia (Bauder, Hannan, & Lujan, 2017), and insights into hierarchies in the global academic system and the resulting uneven geographies of international academic mobility (Bauder, Lujan, & Hannan, 2018). Jöns (2009Jöns ( , 2011Jöns ( , 2017 has examined transnational (shortterm and subsequent) academic mobilities and how they contribute to global knowledge production from historical and gender perspectives.…”

Is Global Management Knowledge on the Way to Impoverishment?

“…The discussion so far suggests that the politics of knowledge production, rooted in a multidimensional Americanisation process, appear to form and sustain Anglo-American academic hegemony while delegitimising peripheral scholarship (Bauder et al 2018). It seems reasonable to assume that this hegemony can limit what is and what is not open for research and discussion, thus inhibiting the ontological and epistemological independence of peripheral intellectual spaces.…”