The politics of student mobility: Links between outbound student flows and the democratic development of post-Soviet Eurasia

Chankseliani, Maia

doi:10.1016/j.ijedudev.2018.07.006

Cited by 47 publications

(28 citation statements)

References 53 publications

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“…Thus, the contributions of higher education to development can be explained in very different ways. Although there are exceptions (Boni and Walker 2016;Chankseliani 2018), the existing academic writing on this topic is normally underpinned by essentialist assumptions of human capital and modernisation theories. A systematic analysis of literature has shown that the ways in which higher education can support development had been examined within five domains: earnings, productivity, technology transfer, capabilities, and institutions; most of these contributions were linked to the educational mission of higher education, rather than universitybased research or engagement (Oketch et al 2014).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Higher education contributing to local, national, and global development: new empirical and conceptual insights

2020

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Higher education offers the potential to support glonacal (global, national, and local) development. This study presents new empirical and conceptual insights into the ways in which higher education can help to achieve and exceed the outcomes enshrined in the Sustainable Development Goals. Open-ended online surveys were used to learn how academics in Georgia and Kazakhstan view the contributions of universities to addressing self-identified development challenges; and how universities work with the government and the private sector for realising their glonacal development potential. While the study provides ample evidence on the national manifestations of the developmental role of universities, it also shows that limited academic freedom and institutional autonomy impede the full realisation of the potential of higher education. The assumptions underpinning the academics’ views on how higher education can support development are discussed in the light of an innovative framework of essentialist and anti-essentialist approaches. Juxtaposing the national with the global development missions of universities, the paper raises questions on the possibility of delinking higher education from the immediate human capital and modernisation needs of the nation-state and becoming concerned with the global, on promoting freedom to cultivate intellectual curiosity through education and research, and stimulating a more holistic imaginary of the developmental purposes of higher education.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Higher education contributing to local, national, and global development: new empirical and conceptual insights

2020

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“…Following the dissolution of the Soviet Union, 15 countries chose divergent paths of economic, social, and political development (Chankseliani, 2018;Chankseliani & Silova, 2018a). Higher education and research policy discourses across post-Soviet countries emphasise global norms, global reputation, and global competitiveness (Chankseliani & Silova, 2018b).…”

Section: Introductionmentioning

confidence: 99%

A big picture: bibliometric study of academic publications from post-Soviet countries

2021

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The world’s largest community of scientists disintegrated following the dissolution of the Soviet Union. With extremely scarce resources and limited academic freedom as starting points, researchers in this region have been creating new knowledge; they have been building on rich scientific traditions in selected disciplines and, at times, paving new paths in non-traditional disciplines. At present, the cumulative contribution of post-Soviet countries to global research output is only three percent, indicating that these countries are not key players on the global research scene. This study uses bibliometric methods to offer novel empirical insight into the quantity and impact of academic publications; it also looks at the quality of journals in which the output is published. The findings reveal that fifteen post-Soviet countries differ considerably in terms of how much they have prioritised research, as well as the quantity, quality, and impact of their publications. The research productivity across the region has not been high and, taken together, these countries have produced publications of considerably lower quality and lower impact when viewed in the context of global research output. At the same time, researchers from post-Soviet countries tap into international collaborative networks actively, resulting in an exceptionally large proportion of publications from this region being internationally co-authored. In the historical context of Soviet research being known as one of the least collaborative globally, this finding indicates that researchers in the region are attractive to international collaborators and may be seeking such partnerships due to relatively modest research capacity at home.

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“…This was certainly the case with Saakashvili, leader of the Rose Revolution, who received degrees in both the United States and France before returning to Georgia. More broadly, post-Soviet countries with the highest proportions of nationals studying in the United States or Europe experienced higher levels of democratic development (Chankseliani, 2018). Moreover, student mobility is seen as a tool to legitimize the quality of degrees earned in developing countries and positively influence higher education reforms (Rostiashvili, 2011).…”

Section: Private Higher Education In Georgiamentioning

confidence: 99%

Georgian higher education from the perspective of the international literature from 2003 to 2019

Lanahan

2020

IJCED

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PurposeHigher education in the Republic of Georgia has experienced a massive isomorphic transformation since the Rose Revolution of 2003 and continues to transform with aspirations toward Euro-Atlantic integration, compliance with the Bologna Process and as a reflection of the Europeanization of its higher education sector.Design/methodology/approachThis literature review documents and analyzes literature published between 1991 and 2019 on the development of higher education in the Republic of Georgia from 2003 to 2019.FindingsThe findings reflect the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product spending. More explicitly, what findings have been reported in the international literature on Georgian higher education from 2003 to 2019?Research limitations/implicationsThe choice to review only English publications was deliberate and done after consultation with a leading Georgian scholar, who noted that the Georgian language publishing market is small and of varied quality; leading Georgian scholars most often seek to publish in English journals and books, and all technical and policy reports produced by the Minister of Education, NGOs and large international organizations (e.g. World Bank) are available in English.Originality/valueThis literature review documents and analyzes literature on the development of higher education in the Republic of Georgia from 2003 to 2019 as a reflection of the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product (GDP) spending. This unique political and economic history makes higher education in Georgia worthy of review.

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The politics of student mobility: Links between outbound student flows and the democratic development of post-Soviet Eurasia

Cited by 47 publications

References 53 publications

Higher education contributing to local, national, and global development: new empirical and conceptual insights

Higher education contributing to local, national, and global development: new empirical and conceptual insights

A big picture: bibliometric study of academic publications from post-Soviet countries

Georgian higher education from the perspective of the international literature from 2003 to 2019

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