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The worldwide interdependency of nations has been acknowledged throughout the globalization literature and by many national and international organizations, including higher education institutions (HEIs), which have become an essential tool to accelerate this process. Financial, cultural, and political motives have driven 21st century higher education (HE) toward a more international direction shaping HE policies and promoting the mobility of ideas and individuals across the world. Utilizing bibliometric and descriptive tools, the article aims to analyze the existing knowledge base on international mobility of academics (IMA) as a core component of internationalization. More specifically, the study examines 423 papers published between 1970 and 2021 in Scopus and Web of Science (WoS) databases to reveal the big picture of the knowledge base by identifying the volume, growth trajectory, geographical dispersion, the most influential authors, articles, journals as well as the intellectual structure and the topical foci in the field. The findings have produced four distinct schools of thought labeled as “Knowledge Transfer and Mobility Networks,” “Academic Mobility in IHE Process,” “Expatriate Studies,” and “Scientific Mobility.” Moreover, the co-occurrence keyword map has yielded several topical foci: “Internationalization and Expatriate Academics,” “Academic Mobility and Career Paths,” and “Knowledge Transfer, Migration, and Academic Identity.” Considering the general trends and developments in the field, the study might provide more insight into further research.

Creative entrepreneurship is a vital concept that revolves around setting up a business that is novel, thoughtful, lucrative, and yet compassionate. The global pandemic has made people realise the significance and importance of creative entrepreneurship. Self-help groups (SHGs) play a pivotal role in boosting the rural economy and empowering people. Rural creative entrepreneurship has witnessed a significant transformation during the COVID-19 pandemic. The conventional concepts vanished due to the modern shift towards digitisation. Usage of the technology became the new normal and SHGs made all possible efforts to acclimatise promptly. Online virtual meetings, conference calls, and groups on WhatsApp made common people techno-savvy, facilitating work from home. The adoption of digitisation became a catalyst for the development of remote/rural areas. The present study is focused on the role of creative entrepreneurship in supporting and helping SHGs to function seamlessly during the COVID-19 pandemic. The authors aimed at analysing pandemic and post-pandemic creative entrepreneurship through SHGs in Himachal Pradesh (India). The authors identify that Creative Entrepreneurship initiatives have changed and supported the livelihood of rural people during the pandemic. This chapter also highlights challenges faced by the SHGs during the lockdown and their resilience strategies.

Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

The Annual Review of Comparative and International Education (ARCIE) represents a forum and an opportunity for scholars worldwide to discuss and examine trends and directions in comparative/international education, highlighting relevant developments in these fields, related to educational contexts, climates, and reforms in these contexts. Changes and reforms within these contexts and areas can have significant impacts on various education stakeholders, agents, and societies. Given the need to identify and prepare for these changes, the objective of this chapter is to discuss recent trends and directions in the field of Comparative and International Education (CIE). The method employed to identify these trends was a meta-analysis of the 23 chapters published in the 2020 edition of ARCIE. The 23 chapters composed the corpus of texts analyzed in this study, with the support of an online platform for corpora processing. Results of the analysis were contrasted with relevant literature in the field and suggest that (among the three main missions of universities) teaching and research received more attention than outreach/services, considering the corpus analyzed. In addition, teachers and students received more attention than administrative staff. Therefore, we conclude that more attention is necessary toward these aspects (outreach and administrative staff) in the pursuit of social justice and UN’s sustainable development goals (SDGs). Finally, the prevalence of topics related to language and sustainability suggests a need for more representativeness, in terms of regions and languages studied in the field of CIE.

Like several of its neighbouring countries, the Kingdom of Saudi Arabia (KSA) has seen a move away from an oil-based economy towards a knowledge-based economy in recent decades. Research productivity in the Kingdom is increasing quickly along with international collaborations. Nonetheless, postgraduate research at universities in KSA is a relatively young domain, which certainly is a core factor in the evolving research management structures in the country.

Going forward, increased openness in research, along with continuing significant investment into higher education and research both by the government and the strong private sector points to a need for refined research governance and policy frameworks with designated expert research management staff developing and facilitating the underlying processes to enable Saudi institutions to engage at the forefront of academic research.