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Drawing on an institutional perspective, the purpose of this paper is to shed light on mobility patterns and assignment situations in 15 German non-profit organizations (NPOs) in the public diplomacy and international aid sectors. Its aim is to explore how differing field logics are related to international staffing practices in the different sectors.

A multiple case study approach was employed, based on 51 expert interviews and corresponding document analysis.

The findings display similarities between NPOs of the same sector but differences between the sectors with regard to numbers of “expensive” expatriates and the assignment situation; this is a result of the intersection of different institutional pressures in the respective fields.

The article is based on a limited number of cases in the German context and does not allow for generalization. The results may be NPO specific; further research is necessary to compare the institutional embeddedness of staffing decisions in MNCs, other NPO sectors and country contexts.

Organizations in both fields find different answers to similar external pressures, which may encourage mutual learning.

This article highlights the neglected research topic of expatriation in non-corporate assignment settings and offers an alternative view on staffing decisions than the previously predominant rational one.

The internationalisation of academia has significantly altered the higher education environment. Interactions between academic staff and students from a range of social, political and cultural backgrounds are now commonplace. Within this context, it is important to explore the professional and personal impact of internationalisation on academics and academic environments. This chapter synthesises the global literature on academic mobility and migration through the lens of personal reflections by three international academics at an Australian-based university. The reflections focus on the complexities of transitioning to a new academic environment, the unique challenges often encountered by international academics, and how these impact on their teaching and research experiences as well as on their professional identity. The nature of the adjustments and changes in lifestyle that academics make when transitioning to an overseas academic environment are explored, with reference to implications for future developments in academic mobility.

This paper reports on a comparative qualitative study across four European countries which explored the formation of work identity amongst nurses and other professionals in the field of health care. Within this sector, it identifies trends towards a more flexible, more highly skilled and more mobile workforce. Conversely, however, it is becoming difficult to recruit and retain staff due to increasing workload, decreasing job satisfaction and comparatively low pay. Occupational identity is theorised as a multi‐dimensional phenomenon, with structural, social and individual‐psychological components. A number of emerging common themes across the three dimensions and across the four national settings include structural conflicts between cost efficiency and quality of care, and individual conflicts between the core activity of caring for patients and the increasing demands of administration and other peripheral work. The study identifies a number of strategies used by nurses to balance these conflicting demands. Overall, the professional identity of nurses remains strong, but it is important for policy makers to be aware of the potential negative effects, in terms of staff turnover, mobility and job (dis)satisfaction, of the current state of the health care sector.

The purpose of this study is to use an international dataset to examine what determines employee training from an organisational perspective, and to what extent training investments enhance company performance.

Data from 5,824 private‐sector organisations are used to examine determinants of training and the connection between training and profitability. OLS regressions and Probit estimates are used in the statistical analyses.

The results indicate that the provision of company training is largely determined by firm‐specific factors, such as human resource management (HRM) practices. The results further show that two widely used measures of training – incidence and intensity – are largely determined by different factors. Staff turnover (mobility) does not appear to be a decisive factor in explaining the provision of training on a national or company level, although it is associated with lower profitability to some extent. However, the single most important factor associated with profitability is how much is invested in training (intensity), suggesting that the economic benefits of training outweigh the cost of staff turnover.

This study contributes to the existing training literature by offering extensive access to internal measures of training, profitability, HRM practices, workforce characteristics and staff turnover for companies in 26 countries worldwide.

This study aims to discover the general trends, the structural characteristics of the knowledge base, and developments in the field of internationalization of higher education (IHE) in Turkey. In this respect, the studies published in journals indexed by SSCI, SCI-Expanded, ESCI, and AHCI in Web of Science (WoS) between January 1, 1975, and November 20, 2021, were analyzed. The dataset included 260 articles. We administered descriptive analysis reflecting the topographical features and the dynamics of the related literature through Excel and the WoS analysis tools. We conducted bibliometric analyses to shed light on the current view of the literature and reveal the intellectual structure of the knowledge base and topical foci. The volume of the research in the field of IHE in Turkey and their yearly distribution suggests that this area of research is still in its infancy; however, there has been a rapid growth in the number of publications recently. Author co-citation analysis reveals four distinct schools of thought labeled as “Higher Education Policy Studies in EU,” “Global Socio-politics and Economics of IHE,” “Socio-cultural and Psychological Dimensions of Internationalization” and “Language Studies.” Finally, topical foci in the knowledge base emerged as “International Student Mobility,” “Psychological and Cultural Adaptation of International Students,” “Higher Education Policy Reforms,” “International Staff Mobility” and “Migration Related Issues.” The results are discussed with related review studies and suggestions for future research are provided.

Reviews the literature on career mobility and considers its implications for career development practices within organizations. Focuses on individualistic and organizational perspectives and identifies a range of factors which facilitate or inhibit the mobility process. Identifies a range of career development implications including changing notions about what constitutes a career, the need to take into account business issues and the move towards joint career planning.

This chapter tries to explain the impact of the European Commission's ERASMUS programme on national higher education policies of 18 European countries. Based on an analysis of the literature on Europeanisation and policy impact, it is hypothesised that the impact will be very modest, but that there may be indirect impacts and differences in impact across countries dependent on institutional features of the higher education system. The empirical findings support the hypothesis: ERASMUS certainly has increased policy-makers’ awareness of the importance and possible consequences of further internationalisation. Nevertheless, ERASMUS has a more profound effect on higher education institutions and students. In addition, policy-makers have been much more influenced regarding their internationalisation policies by the Sorbonne and Bologna Declarations. There are some noteworthy differences between the countries that relate to specific domestic characteristics (e.g. language and colonial history).

The aim of the current article is to discuss the role of the Bologna process in enabling quality of educational change, internationalisation and greater mobility using an example case study of a Russian university. Some discussion is provided to offer insights and inform future research and practice.

The authors highlight some of the quality issues associated with the Bologna process and reflect on how the statements underpin quality of learning and mobility in a European higher education area (EHEA) context. They explore some of the issues raised from the documentation and examine some early experiences and challenges from a leading Russian university as part of a wider examination of higher education in a Russian context.

The Bologna Declaration was signed in 1999 by 29 European countries. The Declaration became the guiding document for the Bologna process which is now being implemented by 47 (inclusive) EU and non‐EU countries. In Russia, Bologna did not begin well and was originally resisted by employers and universities several years ago. It has recently been started again but it is still in its early stages, as Bologna is only now being implemented more fully. Nevertheless, there are issues around the two cycle system and diploma certificates. Recognition from some employers is also still an issue but less so than before. However, specialist auditing agencies can also be used in conjunction with the universities to assure quality and reassure employers going forward. There is also a strong recognition that Russian higher educational institutions have come a long way in a short space of time in terms of quality and process development.

Whilst the research is limited to one case and is essentially qualitative and exploratory, the integrated analysis and discussion still provides useful insight and reflection concerning key issues as a consequence of recently implementing the Bologna process within the Russian educational system.

This study aims to explore what are the past trends in internationalisation of higher education (IoHE) in the country and how India's higher education (HE) internationalisation strategies are aligned to make India a regional education hub and a storehouse of global talent pool.

This paper relies heavily on secondary sources of information. Document analysis and policy reviews to analyse the internationalisation strategies as well as quantitative data analysis to map the trends have been used.

At present, internationalisation in India is lopsided and may become a drain on Indian economy if not balanced soon. India is now focussing to correct its adverse inbound–outbound international student (IS) mobility in order to become attractive for international HE community; India aims to strategically “prepare to host,” which is subject to institutional abilities to implement new schemes and programmes. International credibility of Indian HE rests largely on quality augmentation.

The study is based purely on secondary sources. It would be interesting to augment further with primary-level interactions with both policymakers and practitioners.

It is a mix of academic and non-academic factors leading to improved quality of teaching, learning and competency-building in the higher education institutions (HEIs) rather than financial doles and incentives that should draw international academics to India in order to make the global traffic two way and financially viable for the country. IoHE to become viable and financially sustainable requires more comprehensive institutional efforts and mechanisms to bring in fee-paying ISs, research grants and multinational industry endowments.

With more fee-paying outbound students and more non-fee-paying or highly subsidised inbound student growth, the situation is already critical in terms of financial implications. This can have long-term implications of societal divide arising out of “global academic impoverishment” of majority Indian students unless state-supported assistance to ensure equitable access to international opportunities is provided to the needy students in the country.

This article is an analytical update on India's HE internationalisation and can be a valuable resource for policymakers, analysts as well as researchers.

This paper aims to stress the importance of international and intercultural opportunities in serving as essential components in educating and training library and information professionals. More specifically, it provides an overview of issues and trends in internationalization of higher education (HE) in general and illustrates how the concept of and approaches to internationalization have affected library and information science (LIS) educational settings and programs primarily in Europe and the USA.

Based on a literature review, the paper discusses the meaning and definition of the concept of internationalization. Using a framework that draws on theoretical work on internationalisation of HE programs/contexts an analysis is then presented of the changing nature of internationalization in HE environments. The theoretical analysis is coupled with illustrations of current internationalisation practices, projects, strategies and players within LIS education communities in Europe and the USA. Finally, a discussion of the principal issues of internationalization of the LIS curriculum is presented

A synthesis is provided of the body of knowledge on the topics of internationalisation in general and within the HE sector in particular. Also presented is an overview of the multifaceted internationalisation activities taking place within LIS education. A range of thoughts and suggestions are given on how LIS schools can respond to the challenges of an increasing global world and, more specifically, how they can develop LIS programs and create classroom settings that are truly international in orientation and scope.

The geographical scope is limited to Europe and North America and the focus of the study is particularly on issues and challenges within the LIS education community.

Exposure to international educational environments and acquisition and absorption of intercultural values and skills serves to enhance and enrich the academic background of LIS students/graduates and add to the employability and career development of the coming LIS professionals. International outlook, networking and intercultural communication skills are essential for practitioners, policy makers, leaders, decision makers, researchers and educators in the LIS field.

No comprehensive study of the internationalization of LIS programs in the context of HE sector‐specific internationalization theory has previously been published. The paper makes a difference in the way it reflects on LIS internationalization issues and tasks from the perspective of the published literature on internationalization of HE.