Motivations in East–West Doctoral Mobility: Revisiting the Question of Brain Drain

Guth, Jessica; Gill, Bryony

doi:10.1080/13691830802106119

Cited by 67 publications

(42 citation statements)

References 15 publications

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“…Investments in human capital can also lead to non-economic returns (Becker 1962). Personal development, creating a professional network, gaining international experience, and better working conditions and opportunities are equally or even more important than the highest economic returns in the migration decision-making process of knowledge migrants (Guth and Gill 2008;Harvey 2011, Khoo, Hugo, andMcDonald 2008). These reasons account for the temporary rather than permanent, circular rather than unidirectional nature of high-skilled migration (Koser and Salt 1997).…”

Section: High-skilled Migration: Concepts and Definitionsmentioning

confidence: 99%

A Life Course Approach to High-skilled Migration: Lived Experiences of Indians in the Netherlands

Kõu¹,

Wissen²,

Dijk³

et al. 2015

Journal of Ethnic and Migration Studies

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This article presents a framework which applies life course approach to high-skilled migration. By using the lens of the life course, migration behaviour is viewed not only in response to labour market triggers, but also in relation to other life domains such as education, employment and household. The data presented in this article is drawn from 22 in-depth interviews and visualisations of parallel careers. The results illustrate how highly skilled Indian migrants in the Netherlands shape their life course, and highlight the parallel careers that structure their migration trajectories.Parents, spouse and social networks inform the life course decisions of these migrants through the linked lives mechanism to a large extent. Our findings challenge the notion of 'trailing wives' and suggest that, despite of gender differences in the life course patterns, the joining spouses play an active role in the family migration decisions of the highly skilled. Life course approach enables us to understand the migration process through the lives of the highly skilled and reveals how -the often culturally conditioned -life course interdependencies frame their migration decisions.

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Section: High-skilled Migration: Concepts and Definitionsmentioning

confidence: 99%

A Life Course Approach to High-skilled Migration: Lived Experiences of Indians in the Netherlands

Kõu¹,

Wissen²,

Dijk³

et al. 2015

Journal of Ethnic and Migration Studies

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“…Particular research projects, reputation of host institutions, access to better research infrastructures and cultural and historical interests for a specific location have also been identified as drivers (Jöns 2007). Limited academic employment opportunities and financial and resource constraints in the country of origin can also drive international mobility, especially for early career academics (Guth and Gill 2008;Jöns 2007).…”

Section: Mapping Multiple Mobilitiesmentioning

confidence: 99%

Internationalisation and migrant academics: the hidden narratives of mobility

Morley

Alexiadou

Garaz³

et al. 2018

High Educ

142

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Internationalisation is a dominant policy discourse in the field of higher education today, driven by an assemblage of economic, social and educational concerns. It is often presented as an ideologically neutral, coherent, disembodied, knowledge-driven policy intervention-an unconditional good. Mobility is one of the key mechanisms through which internationalisation occurs, and is perceived as a major form of professional and identity capital in the academic labour market. Yet, questions remain about whether opportunity structures for mobility are unevenly distributed among different social groups and geopolitical spaces. While research studies and statistical data are freely available about the flows of international students, there is far less critical attention paid to the High Educ

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“…In general, it has been argued that the earlier in the career stage, the more important international academic mobility might be (Balter 1999;Hoffman 2007). Particularly for post-doctoral researchers, international mobility has become a requirement to distinguish themselves in a context characterised with increased competition for a limited number of jobs (Guth and Gill 2008). In that vein, the study of Barjak and Robinson (2008) among doctoral students and post-doctoral researchers in the life sciences in ten European countries showed, for example, that while 20% of doctoral students received their education in a different country, among post-docs this number increases up to 40% in order to distinguish themselves and attain 'better' positions.…”

Section: International Academic Mobility and Inequalitiesmentioning

confidence: 99%

“…Mobile academics and students might, for example, find themselves in privileged positions in academia and/ or in other sectors of labour markets during and/or after their mobility experience, or conversely, they might experience disadvantaged positions because of spending time abroad (cf. Guth and Gill 2008). Nevertheless, empirical evidence on the relationship between inequalities and international mobility of students and faculty members -which we refer to as international academic mobility in the remainder of this introduction -is rather limited.…”

Section: Introductionmentioning

confidence: 99%

Introduction: international academic mobility and inequalities

Bilecen

Mol

2017

Journal of Ethnic and Migration Studies

118

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Higher education is one of the social fields where inequalities are produced and reproduced. Nevertheless, we still know very little about the ways in which heterogeneities and inequalities have been experienced and interpreted by those involved in international academic mobility. In this introductory editorial, we consider some of the crucial conceptual issues involved in the study of the nexus between inequalities and international academic mobility. First, we argue that it is important to take manifold inequalities into account when examining this nexus. After all, inequalities can be detected at different levels, and the mobility process is structured around multiple heterogeneities rather than by a single one. Second, we discuss how international academic mobility and inequalities attached to it go beyond nation-state borders. Third, we argue it is beneficial to extend the scope of to the mobility process as a whole, as inequalities in opportunities and outcomes are intrinsically connected.

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Motivations in East–West Doctoral Mobility: Revisiting the Question of Brain Drain

Cited by 67 publications

References 15 publications

A Life Course Approach to High-skilled Migration: Lived Experiences of Indians in the Netherlands

A Life Course Approach to High-skilled Migration: Lived Experiences of Indians in the Netherlands

Internationalisation and migrant academics: the hidden narratives of mobility

Introduction: international academic mobility and inequalities

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