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The main objective of this paper is twofold: to analyse the progress of a research stream concerning expatriate academics in the last four decades and to make recommendations for further studies in this field.

In this study, the systematic literature review (SLR) concerning expatriate academics was applied. The search embraced the period from 1980–2022. The review was performed in two interdisciplinary electronic databases: Web of Science and Scopus. The selection process of papers was conducted in steps, as recommended by the PRISMA protocol. The total pool of articles received after the exclusion criteria was 110. The content of each paper was thus extracted and categorised in Excel file: author, year of publication, tittle of article, journal, theory applied, research method, sample size, country/field of investigation.

For almost three decades this topic was almost absent in the literature of the subject. The most active publication period started from 2009 and since then there have been two “waves” of published articles devoted to expatriate academics: 2009–2014 and 2017–2021. The significant number of studies appeared in Journal of Global Mobility followed by Personnel Review, IJHRM, Higher Education. The thematic analysis revealed six themes which have been already researched on expatriates academics: (1) motives, (2) adjustment, (3) job factors and work outcomes, (4) academic missions, (5) academic career, (6) women and men in academia.

Practitioners and university management might find this article useful as the article allows to manage this pool of international academics more efficiently with mutual benefits for expatriates and organisations. This study may assist the university authorities to develop systemic approach to attract foreign academics; adjust the same in work and culture domain through effective training; support in organisational, financial and career field; create the performance criteria of expatriate work related to three missions: research, teaching and service; introduce metrics and indicators to evaluate the contribution and work outcomes of foreign scientists into the host university.

This review shows that there are many new perspectives and models through which the academic expatriation can be analysed. This paper gives an insight into the academic literature on academics expatriates. The paper is innovative and has contributed to research by doing an SLR in a new area (academic expats) and tackling all the areas that has been covered by academic research so far. New research directions have been recommended for future research, to open the field further.

The literature on business expatriates has been increasing rapidly, but research on expatriate academics has remained scant, despite the apparent increasing globalisation of the academic world. Therefore, more research is needed on the latter group of expatriates. This paper aims to fill some of the gaps.

A questionnaire was directed electronically towards expatriate academics occupying regular positions in science faculty departments in universities in northern Europe.

Results showed that job clarity was the dominating job factor with strong relationships with all of the five investigated work outcome variables, work adjustment, work performance, work effectiveness, job satisfaction, and time to proficiency. Job conflict and job freedom had an association with some of the work outcome variables but not with all of them. Neither workload nor job novelty had a relationship with any of the work outcome variables of the expatriate academics.

The paper shows that the findings are only partly consistent with previous research results concerning business expatriates, suggesting that the work situation for expatriate academics could have both similarities and discrepancies as compared to that of business expatriates.

While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics’ job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues.

The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees.

The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust.

This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

Globalisation has led to increasing international mobility amongst business and education professionals. Whilst expatriate management literature focuses on expatriate assignment of corporate executives, expatriate academics remain an under researched group. Higher education literature has focused on internationalisation of education systems, notably the growth in international strategic alliances between universities, and mobility amongst students. Therefore compared with what is known about the student body, very little is known about the experiences of internationally mobile academics. Drawing on a qualitative study of academics, this paper evaluates the use of metaphor for understanding the “motivation to go” overseas and the “experience” of expatriation. It evaluates four metaphors which have emerged from the study for expatriating and four others for the experience of expatriation. Finally it suggests that the voluntary, self‐selecting expatriate should be much more extensively researched.

Job engagement has attracted much attention recently. However, very little research distinguishes between how the context may affect different engagement dimensions differently. Based on a theory of resource exhaustion, the purpose of this paper is to focus on a cognitively demanding work context in order to explore variations in effect of different engagement dimension and different expatriate work outcomes.

The authors use survey results from 102 expatriate academics in Singapore to study the relations between job engagement and expatriate work outcomes. Contrary to most studies, the authors examine physical, emotional, and cognitive engagement separately.

The authors found that for expatriate academics, the different dimensions of job engagement have different relationships with work outcomes such that physical engagement and emotional engagement are positively associated with various work outcomes while cognitive engagement is negatively related or not associated at all with the same work outcomes. The authors explain the variation in results by drawing on recent developments in social cognitive neuroscience.

This is one of the first empirical studies to examine job engagement in an international setting and the application of a social cognitive neuroscience provides a novel perspective. An engagement theory of resource exhaustion could enhance theory building as well as facilitate the understanding of the association between job engagement and work outcomes in varying contexts.

The purpose of this paper is to provide clarity around the notion of the expatriate academic (EA), a construct that is increasingly essential to theories of expatriate management and higher education management. A review of the literature on academic mobility showed that terms such as “international academic” and “foreign faculty” provide highly variable definitions and results, while those papers that self-consciously used the term “EA” were more likely to provide consistency across definition and findings. This allowed for analysis of the characteristics of this unique group.

This study appropriates a meta-narrative approach to literature review, analysing 23 papers about EAs to develop a more comprehensive conceptualisation of this term and to identify key-related themes.

By reviewing 23 papers identifying with the term, a carefully constructed definition of the EA is provided, distinguishing EAs from other types of internationally mobile academic and demonstrating characteristics that EAs display in their professional lives. Recommendations are made to researchers, universities and EAs themselves for how these findings may affect the EA employment cycle. Theoretical and practical implications are discussed.

This is the first paper to aggregate the results of literature on EAs, putting forward a clear definition and description to aid future research and clarify the research stream.

Through a large‐scale quantitative study, this paper aims to test and extend the qualitative findings of Richardson and McKenna and of Osland on reasons to expatriate and relate them to work outcomes.

Examining how reasons to expatriate may affect work outcomes, quantitative data was collected from self‐initiated expatriate academics from 60 countries employed in 35 universities in five northern European countries.

Results mostly indicated support for the proposed hypotheses. The most striking finding was the apparently uniformly destructive influence of behaviour associated with escape from one's previous life as a reason to expatriate on all of the studied work outcomes.

The self‐developed scales measuring reasons for self‐initiated expatriates to expatriate may have been inadequate to capture all relevant aspects of their behavioural intentions and the data from the retrospective type of questioning regarding the original reasons to expatriate may have been biased by memory effects.

Any organization recruiting self‐initiated expatriates may want to inquire about the reasons for them to expatriate. Although there may be a plethora of other requirements on job applicants, the findings of this study may be used as contributing to additional hiring criteria.

Most of the fast growing literature on business expatriates has focused on organizational expatriates who have been assigned by their parent companies to the foreign location. However, there is much less research on self‐initiated expatriates, who themselves have decided to expatriate to work abroad.

South Africa has witnessed an increase in self-initiated academic expatriates (SIAEs) coming into the country from all over the world. This movement of labour can result in South Africa performing better than any other African country. However, expatriation is accompanied by several challenges which affect both work and non-work scopes. Given that more is needed to understand the lived experiences of the expatriates, especially self-initiated expatriates from and in Africa, the purpose of this paper is to provide the basis for interventions to assist the expatriates in overcoming challenges by understanding their lived experiences.

The study used an interpretivist approach to understand the lived experiences of SIAEs. The data were collected through the use of unstructured interviews of 25 expatriate academics within South Africa. The individual narratives were analysed through structural and thematic analysis to develop themes.

Through the stories and narratives, the expatriation experience was one framed to be a challenging process. The lived experiences can be grouped into life and career experiences. The life experiences consist of immigration difficulties, family separation, social adjustment difficulties and unavailability of accommodation. Career experiences include remuneration differences, gender discrimination, limited professional development opportunities and communication difficulties, which affect both work and non-work experiences. Person–environment fit did not play a significant role in the experiences of the academic expatriates.

The findings showed that the lived experiences of SIAEs in Africa were mostly negative. Higher education institutions looking at hiring academic expatriates should assist the expatriates to have better experiences not only for individual benefit but for institutional benefit as well. However, this role is not only placed in the hands of the organisation but may also require individual effort.

The findings outlined in this study provide a picture of the lived experiences of SIAEs in an African context. The findings are fundamental in understanding this neglected sample group in the extant literature. They also assist in advancing literature and proposing possible solutions. All this is important, given global talent shortages which have warranted the need for highly skilled employees in countries like South Africa.

Whilst globalisation has led to increasing international mobility, the contemporary expatriate management literature has focused on managers and corporate executives who are sent on an overseas appointment by their employers. By comparison, self‐selecting expatriates remain an under‐researched group. Specifically, at a time when internationalisation is a major trend in higher education very little is known about expatriate academics as an example of self‐selecting expatriates. Drawing on a qualitative study of British academics, this article suggests that metaphor may be a useful tool for developing our understanding of self‐selecting expatriates. It then discusses the four metaphors, which have emerged from the study. Finally it shows how those metaphors can be used to facilitate better management practices not only for the growing number of expatriate academics but also for self‐selecting expatriates more generally.

A growing number of academics relocate abroad to work as expatriates in the university sector. While this employee group seems to have a highly constructive influence on the performance of university organizations, some problems in relation to effective inclusion of these individuals have been noted. In order to further advance the theoretical understanding regarding integration efforts in international university organizations, the purpose of this paper is to explore how two types of inclusive management, empowering management (identity-blind) vs English management communication (identity-conscious), affect local and expatriate academics.

Using responses generated from a survey of 792 local and 620 expatriate academics, this paper assesses the effects of inclusive management on job engagement and stress among the two groups.

The results show that one type of inclusive management, empowering management (identity-blind), has a favorable influence on job engagement and stress in both subsamples. The other type, English management communication (identity-conscious), increases stress for local academics but has no effect on the expatriates. These findings are useful for theory development in relation to employee inclusion in international organizations.

The authors have little knowledge about how inclusive management functions in international organizations. Testing the effect of identity-blind and identity-conscious inclusive management practices among two different groups of local and expatriate academics provides new insight to this area. In particular, the use of English management communication provides new knowledge on the integration of majority and minority groups in international organizations.