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The purpose of this paper is to closely examine the flows and selectivity of a scientific brain drain from China against the background of global talent competition.

This paper is derived from an empirical study, which randomly surveyed 451 Chinese scientists at leading global universities. Based on their biographical information, descriptive analysis and logistic regression not only demonstrates migration patterns of Chinese scientists, but also reveals their demographic profiles between 1998 and 2006.

The findings of this study show that the scientific community in China experienced increasing personnel exchange with the English academia during the observation period. Emigrant scientists from China were selected positively in terms of educational background, and the pattern seemed to turn stronger over time. By contrast, returnee scientists were selected negatively from those who studied abroad. The predominant mode of migration was both an ongoing brain drain and an emerging brain circulation, and the latter was largely pushed by domestic degree holders with overseas experience.

This empirical study enriches our understanding of international migration in the scientific community, and helps explain China's strategy in achieving rapid scientific development. Although national strategies targeting the research diaspora make a limited contribution in luring prominent scholars back home, a brain circulation can be realized by sending domestic scientists abroad for short‐period training or visiting.

The study aims to investigate the impact of highly skilled emigration from Greece on the innovation performance of the Greek economy.

The study draws on a new, census-scale, database that includes all the Greek Ph.D. holders and on statistical information pooled from various secondary sources.

The mass emigration of highly educated Greek scientists that was exacerbated during the ten-year recession has had detrimental effects on Greece's innovation performance. Specifically, an increase in the number of highly skilled emigrants has a negative impact on scientific citations and on patent applications during the following year. An instrumental variable approach based on gravity model literature is employed to test the authors’ findings. The potential effects of these findings and policy suggestions are also discussed.

The study enriches the academic and policy discussion on the science and technology–related consequences of brain drain on the origin country. This is the first study that focuses on Greece – the country which experienced the highest emigration rates within the EU during the severe ten-year economic crisis – and sheds light on the impact of skilled emigration on its innovation performance.

The purpose of this paper is to deal with the topic internationalization of higher education institutions (IHEI), in terms of the research they engage in. The main motivation for the study is to understand the role of researchers in the internationalization of the institutions in which they work through the academic activities they perform. Based on the assumption that each of the researcher’s internationalization activities leads, to some extent, to a greater internationalization of HEI in which it operates, the following question was proposed: Do researchers’ personal characteristics and academic activities affect the internationalization of their (higher education) institutions?

This qualitative study adopted as main methods a review of the literature on internationalization of higher education and in-depth interviews based on a semi-structured script with an intentional sample. A sample of 16 researchers was selected for interview using the snowball technique of sample selection.

The paper provides theoretical and empirical insights into the characteristics of researchers that influence the internationalization of HEIs. These include the researchers’ international academic experience; insertion in international collaboration networks; international co-authorship; and experience in international publications. These are the four main factors that emerge at the individual level (researcher) that positively impact IHEI.

The paper responds to a gap found in the literature on the underestimated role of researchers in the internationalization process of HEIs in which they work.

Sustainable Development Goal (SDG) Target 4.b calls to “substantially expand globally the number of scholarships” for enrollment in overseas higher education between 2015 and 2020. To advance knowledge on international scholarships and sustainability, this chapter examines notions of sustainability in literature related to international scholarships for students in the Global South. Based on an exploratory review of literature, ways that sponsored international student mobility – programs, students, graduates, and networks – maintain and sustain systems and outcomes are explored. Findings are presented through four frames: (a) programmatic sustainability, (b) organizational development, (c) national sustainable development, and (d) international and global actions. Challenges to sustainability, such as poor coordination between degrees earned and local market conditions, are also discussed. In addition, the findings point to several prominent ways that scholarships could contribute to sustainability that are mostly absent from the literature: transformative education for sustainable development, and international education for environmental sustainability. The chapter closes with a vision of alumni networks – both within and among programs – to work together to transform societies and tackle the most pernicious international challenges of our time.

This article outlines the theoretical foundations of the research contributions of this edited collection about “Diversity and Discrimination in Research Organizations.” First, the sociological understanding of the basic concepts of diversity and discrimination is described and the current state of research is introduced. Second, national and organizational contextual conditions and risk factors that shape discrimination experiences and the management of diversity in research teams and organizations are presented. Third, the questions and research approaches of the individual contributions to this edited collection are presented.

Knowledge transfer (KT) has been attracting significant attention from the scientific community. The need to establish collaborative network relationships to achieve effective KT has led to a large volume of studies that attempt to identify how collaborative networks influence KT processes. However, papers, which link KT and networks have not been systematised. This study aims to provide an overview of this academic field and sets an agenda for future research.

The authors followed the preferred reporting items for systematic reviews and meta-analyses method to conduct a systematic review of the literature published in 2000–2020. The authors sourced the sample from the Web of Science and Scopus databases. The authors screened the references under the management and business categories that were published in the first two quartiles of the Journal Citation Report. This search returned 190 impactful papers across the 53 journals that were analysed.

The authors present the main results in two sections. First, this paper elaborates a conceptual model of the field; second, the authors review KT between firms and other agents, which allows us to identify KT flows within and between companies, universities and public institutions.

This paper provides the first systematic review of collaborative networks and KT. Five areas of action are identified for future research and are specified in several research questions. The authors also provide several practical implications. In a world in which more and more dynamic agents coexist, it is important to be aware of the needs of organisations that create and disseminate specific knowledge.

This paper aims to explore the relative importance of the motives and sub‐motives which influence a highly educated individual's decision to move across global boundaries.

The approach takes a multi‐dimensional perspective of mobility, resulting in the development of a range of motives for self‐initiated mobility. The paper employs a quantitative methodology, with over 2,600 internet survey responses from highly educated New Zealanders living and working around the world.

The importance of the cultural and travel opportunities and career motives are highlighted as the most important motives in a decision to be mobile. Within these motives, opportunities for travel and adventure and for career development were central. Economics was ranked as the third most important motive, contrary to the extant literature, followed by relationships, quality of life and the political environment. The priority accorded to each of these motives varies according to gender, location and life stage, creating different equations of motivation. The paper explores the implications of these findings to career theory.

The study focuses only on New Zealanders living abroad and there may be some factors, which apply to these people but not to people from other countries.

The data could be useful for policy makers trying to either retain highly educated people in the home country, or to attract them back from abroad.

The study utilises a novel methodology to identify the relative importance of motivating factors and shows that there is a different mixture of these motives at different life stages.

Studying academic careers can be particularly useful for discussions about new forms of professional careers. This conceptual paper seeks to shed light on academic careers by discussing the (changing) multiple contexts governing academic careers.

A neo‐institutional framework for analysing academic careers is developed that treats them as outcomes of overlapping institutions belonging to the different social contexts in which academics simultaneously act. This approach allows one to locate academic careers in the context of new and traditional career literature and to address changes in the institutional context of academic careers.

Shows how traditional structures and mechanisms of academic careers are interwoven with the overall patterns of national higher education systems and their societal embeddedness. Empirical evidence was found that academic careers are becoming more boundaryless. But evidence was also found that academic careers are more bound to the organisation due to recent changes in university policies and practices.

The paper is limited to the discussion of overlapping institutional contexts governing academic careers. Further international comparisons could deepen understanding of specific formal and informal rules. Future macro‐micro research enables one to show how the career models can be traced to the career experiences and practices. Micro‐macro research allows one to see how the aggregate outcomes of individual actions can be traced to the overall performance of a given higher education system.

This conceptual paper proposes a neo‐institutional framework for analysing academic careers. This approach is useful for cross‐national comparisons, the study of emerging new career models and practices in academe, and the study of macro‐micro‐links in career research.

The purpose of this paper is to explore and present a higher education initiative towards the training and development of Eastern European citizens, who migrate to Greece, in pursuit of bettering their economic conditions and, simultaneously, become evolving social entities, adaptable to heterogeneous environments.

Motivated by the motto “education for all”, the initiative is based on data drawn from local and public authorities and interviews that were carried out with immigrants, mainly from Albania and Ukraine.

This paper proposes a learning policy and training mechanism for foreigners and the establishment of a Mediator Office providing educational services.

Further efforts are necessary to improve the teaching content in order to be in full conformity with the characteristics and requirements of non-native learners.

Some of the constraints hampering the implementation of this initiative are the lack of the necessary financial resources, the absence of legal framework, as well as the shortage of bilingual adult training and education instructors.

There have been limited autonomous educational programmes concerning immigrants ' lifelong learning provided by the Greek Ministry of Education, focused mainly on the Greek language and history learning. This work introduces a novel educational structure, which may be established in any higher education institution and which will involve anyone in any kind of subject, anytime and anywhere.