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The illegalisation of solidarities towards migrants with irregular status provides critical insights into the limits that EU governments set to the free movement, speech, and action of their citizens and their consequences. Here, the author outlines why and how, in a scenario of illegalisation, solidarities must come to terms with inherent contradictions, because the very nature of these solidarities, in terms of who can perform them, may reproduce specific dynamics of structural inequalities. Particularly questioning who rescues, and who can rescue, and who cannot, implies the acknowledgement that solidarities, and visible resistance, are not always democratic, but instruments of the privileged that reproduce social stratification. By critically engaging in the development of activist criminology, the author argues that the democratisation of solidarities would entail that all individuals have the same possibilities and incur the same risks if confronted with a scenario of illegalisation. But such democratisation is a chimera, meaning that there are social hierarchies of who is allowed to rescue, and who would have too much to lose. This also suggests relevant implications for criminologists who choose not to divorce from a commitment to solidarity activism. In fact, activist criminologists often work ‘at a distance’, dispose of continued access to valuable resources and networks, and make a career based on their activist work. These elements of privilege inevitably provide them with disproportionate power in activist spaces, whose critical acknowledgement is paramount and must be complemented with radical action to progressively work towards a deconstruction of their own incongruencies.

In this chapter, the authors analyze the relationship between academia, organization, and gender in Chile. In particular, the connection between academic practices, management, and hegemonic masculinity throughout the history of Chilean universities. The authors took a critical approach from the field of gender and organizational studies, shedding new light on a longstanding problem: gender-based violence in universities. The authors will discuss how the centrality of management in Chilean universities makes sense in a late and globally connected capitalist scenario, characterized by the introduction of managerialism and business logic in higher education. Consequently, the practice of management acquired a central and hegemonic status that articulates the rest of the academic practices, organizing them not only in terms of the hegemony of management but also in terms of male hegemony.

The author argues that contemporary college culture is predicated on hedonism indicated by a use of predominantly social time in which parties, alcohol, casual sex, and lax academics pervade students' experiences. Coincident with this culture, however, is a deleterious pattern among students that has developed dramatically: their compromised mental health. The situation presents an apparent paradox: why are many students suffering when enveloped by fun? This chapter draws a connection between fun and suffering by treating each as conditions that spring from the sociohistorical context that situates institutions of higher education. In so doing, a theory is set forth to explain why despair is rendered applicable and how it is institutionally installed in the minds of modern-day college students.

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.

This chapter delves into the evolving identity of professionals within the field of research management and administration (RMA), examining the shifts in their roles and expectations in the changing landscape in higher education. After the introductory section, Section 2 offers a conceptual framework that emphasises identity as a dynamic process rather than a static concept. This framework sheds light on the changing roles and expectations that define the RMA profession. In Section 3, we explore the contextual backdrop of shifting expectations surrounding RMA roles while stressing the importance of recognizing the multiplicity of identities to comprehend the nuances of the RMA profession. Section 4 analyzes empirical data and explore the diverse pathways that lead individuals into the RMA profession. We uncover that a notable proportion of RMAs possess scientific training and research experience and highlight the complexities surrounding the identity of RMAs with doctoral training (DRMAs). Lastly, Section 5 discusses key observations that yield valuable insights for future research on the evolving professional identity of RMAs. We emphasise that, through self-exploration and introspection, practitioners in the field can contribute to a deeper understanding of their roles and actively shape their professional identity.

This paper focuses on governance in higher education in China. It sees that governance as distinctive on the world scale and the potential source of distinctiveness in other domains of higher education. By taking an historical approach, reviewing relevant literature and drawing on empirical research on governance at one leading research university, the paper discusses system organisation, government–university relations and the role of the Communist Party (CCP), centralisation and devolution, institutional leadership, interior governance, academic freedom and responsibility, and the relevance of collegial norms. It concludes that the party-state and Chinese higher education will need to find a Way in governance that leads into a fuller space for plural knowledges, ideas and approaches. This would advance both indigenous and global knowledge, so helping global society to also find its Way.