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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.

Managing differences is a difficult undertaking, especially considering the difficulties arising from the unconscious functions of our brains. Organisations should strive to counteract the potentially harmful effects of unconscious bias by implementing policies that support bias-aware management and decision-making. Although it is obvious that bias cannot be completely eliminated, there is enough data, as discussed in this work, to demonstrate that unconscious bias and stereotypes can be addressed and decreased with mindfulness-based interventions (MBIs) to some extent. Mindfulness involves the process of bringing non-judgemental awareness to experience by striving for full attention in the present moment. In this context, including mindfulness practises into training programmes for equality, diversity, and inclusion may serve as an accelerator for recognising hidden biases, reducing stereotypes, eliminating discrimination, and encouraging cognitive changes. This chapter explains the ways in which MBIs can be used to promote cognitive changes and comprehend the automatic and unconscious nature of emotions and thoughts in order to remove barriers between all differences in the workplace.