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Globalisation of labour has led to the migration of skilled workforce; known as 'brain drain'. To our knowledge, this paper is the first study which analyses brain drain from Türkiye through administrative register evidence of non-return bachelors' degree graduates. The analysis micro dataset in the paper is based completely upon administrative registers of public institutions of Republic of Türkiye. These public institutions including Ministry of Interior, Directorate-General for Population and Citizenship Affairs for residence abroad data, and Council of Higher Education of Türkiye (CoHE) for higher education data. The results were analysed through descriptive statistics. The results indicate that brain drain rate of bachelor's degree graduates is 3.23 per cent in the year 2020. The rate is calculated through considering 55,918 non-return graduates out of total number of 1,730,955 graduates. The most popular destinations to brain drain from Türkiye are the United States of America with 22.4 per cent, Germany with 14.3 per cent and the United Kingdom with 11.6 per cent. When it comes to gender distribution, brain drain rate of males is 3.62 per cent and it is 2.84 per cent for females. The results indicated that brain drain rate of bachelor's degree graduates increased more than 50% between the years 2011 and 2020. Therefore, future research is need to investigate the reason behind the high increase rates in brain drain from Türkiye. Residence abroad data used in this paper is based on the statements of Turkish bachelor's degree graduates reside abroad. Therefore, the actual number may even be higher than the figures here.

This paper aims at highlighting and interpreting current empirical facets of the Greek educational pathogeny through a sociological approach. Especially, the paper tries to investigate the relationship between education and employment in modern Greece based on the annual statistical report of KANEP/GSEE, choosing both selected facets and sociologically interpreted issues such as public and private expenditure, trends on specialties, outcomes of initial training teacher's profile etc. According to this data, the main political challenge is based on both the decrease of public expenditure and the maintenance of significantly high levels of household expenditure. Additionally, current trends, such as «brain drain» or migration of highly educated people, prove that Greek public universities' learning outcomes remain competitive and effective through the framework of a global labour market, notwithstanding the harsh critique blaming them for «statism» and mismatching with the labour needs.

Context: The topic of this paper is how mass emigration of skilled workers affects national policies, and employers' willingness to invest in Vocational Education and Training (VET) in Poland. In the wake of EU enlargement in 2004, Poland became one of the biggest sending countries for skilled labour to Western European countries. These massive outflows of skilled labour, not compensated by adequate inflows of equally skilled workers, have led to serious skills shortages, especially in the construction sector. The paper investigates whether emigration and immigration constitute a driving force for institutional change of the Polish VET system, by analysing policy development and the attitudes of VET stakeholders towards contributing to VET. Approach: The paper focuses on the emigration of skilled construction workers in Poland. Drawing on Hirschman's (1970) framework, when faced with massive skills deficits construction companies are confronted with different options: i) withdraw from the VET system and find other training and recruitment options (exit), ii) attempt to improve conditions by turning to policy makers (voice), and/or iii) remain loyal to the VET system. The analysis is based on an interview study of decision makers responsible for VET policies, employers, chamber of Craft and trade unions, principals of vocational schools, teachers and representatives of regional examination boards. Findings: After years of inattention, VET has been regaining a strong position in national policies. We find that construction companies are mostly more willing now, compared to 5 years ago, to take on learners for practical training and to contribute to improving school equipment. The study showed that one of the most significant obstacles to employers investing in the training of VET learners is the fear of losing a young skilled employee through emigration. Yet, dependent on skilled labour, employers of big construction companies saw no other option than to continue investing in training young learners. However, smaller companies seeking the short-term benefits of employing low-cost labour are less interested in investing in VET. Conclusion: Despite a range of recent policy actions and legislative efforts, several major challenges in the Polish VET system remain unresolved. Continued effort to institutionalise and enhance dialogue between the education system and the labour market appears as the most pressing need. It is currently too early to determine the degree of "institutional stickiness" of the activities observed on the policy level and among employers regarding their increased interest in VET as a response to mass skilled emigration.

This paper explores the contemporary relationship between international student migration and diaspora formation. It argues that international students have been largely absent from recent discussions of 'knowledge diasporas', where migrants' 'home' states attempt to harness and co-opt the skills and knowledge of their émigrés. This is surprising, given students' evident role in knowledge circulation and exchange. In this paper, we foreground the significance of international students but also explore their relationship to diaspora formation from a different angle. We argue that some states are increasingly engaging in (sometimes seemingly contradictory) policies designed to "obstruct" overseas diaspora formation, and these policies centre on their international student populations. Through a number of case studies and drawing on the secondary literature, we demonstrate the ways in which states are strategising to repatriate international students following their studies overseas. More broadly, we argue, this represents an alternative to popular notions of brain circulation and knowledge diasporas, chiming with a far more long-standing concern with 'brain drain'.

Democratisation in Turkey collapsed in the wake of the 2016 failed military coup and the crackdown that followed, with President Recep Tayyip Erdogan launching a widespread rollback of academic and other liberties, systematically purging civic institutions of political opponents and critics that significantly harmed intellectuals, students, and educational rights. This paper analyses the narratives of Turkish citizens who were prosecuted, dismissed, abused, tortured, victimised, and imprisoned during the State of Emergency (OHAL) initiated after the failed coup attempt in July 2016. This narrative approach examines the transcripts of in-depth interviews about the experiences and critical life stories of 20 individuals now living in the United States, Canada, and Europe. Also included are field notes and documents that reveal the authorities' violations of their educational human rights. These included the denial of education, unwarranted dismissal, elimination of academic freedom of thought, and harassment of academics and their children. Such violations have created a brain drain of educators fleeing the country. These deleterious changes in the Turkish education system have had severe social and political effects and have produced an education system that fails to meet the country's needs, which, if not remediated, will ripple through the generations, dimming the nation's future.

Previous research has conceptualized and investigated internationalization of higher education in relatively stable and peaceful environments. Studies on internationalization in the context of war are largely absent. Using interviews and survey responses from Ukrainian professors and administrators affected by the Russian invasion of 2014-2022, this paper re-examines the premises of internationalization, and outlines key dilemmas facing universities in times of existential crisis. The study reveals that the transformative powers of crisis-driven internationalization redefine ontological and axiological foundations of universities. University stakeholders readjust their responsibilities to reduce human vulnerability, while international solidarity helps them mitigate fragility in the war-affected academia.

The problem of regional migration is treated in the article. The development of the Far Eastern territories is a priority now. The government has developed many large-scale projects aimed at supporting the remote region, but the problem of emigration of the economically active population has not settled since 1991. The problem of the outflow of promising young personnel from its territory is particularly acute. The purpose of this research is to study the reasons for the migration of young people from the Primorsky Region - one of the regions of the Far East. "The main tasks" were to obtain visions of migration moods and motivation of migration behavior of students. The study used a psychological verbal-communicative "method"--a survey in which a specially designed list of questions was used as a means to collect information from the respondent. The survey covered about 1,000 respondents between the ages of 15 and 30. The research has shown that the main reason for emigration of school graduates is the opportunity to progress, studying in prestigious domestic and foreign universities, working in the largest Russian and foreign companies, that not enough represented here. Excellent and good rated school graduates prefer to enter Moscow and St. Petersburg universities. This means that most prospective workers in the future want to leave the territory of the region. Analysis of the responses of the university graduates revealed the prevalence of negative expectations about their future and the future of the territories. The data indicated that the main reasons to leave the country and the Primorsky Region are low job prospects for university graduates, lack of self-realization possibilities, low wages and the instability of the region's political and socio-economic situation. In addition, the situation is exacerbated by the fact that respondents, for the most part, do not know about the projects that are being implemented in the region and do not see career prospects, which confirms the implementation of many strategic projects of the region only on paper. The lack of measures to prevent the emigration of young people will have a number of negative economic and social consequences, one of which is the reduction of competitevness of the territory. Creating favorable conditions for young people in the region, active public policy to attract young skilled professionals in Primorye is a prerequisite for the development of the region's intellectual capital and a guarantee of its dynamic socio-economic development.

Since 2006, Saudi Arabian politicians, economists and sociologists have had to consider the implications of their country's King Abdullah Scholarship Program (KASP). Because Saudi Arabia has certain religious traditions and economic practices that are sensitive, international scholars are examining from different perspectives the outcomes and potential impacts of KASP. While Saudi Arabia has all the necessary tools to compete with the developed nations (such as natural resources and manpower), it is caught between the need to globalise its economy but retain its strict, conservative traditions. Following a brief definition of KASP, this paper highlights some of the external and internal contemporary political, economic and socio-cultural challenges that it sets for Saudi Arabia. Finally, the anticipated impacts of KASP according to scholarship recipients are reviewed using survey data from around 688 overseas Saudi students. This paper is based on the primary researcher's PhD thesis.

The paper discussed the challenges of research and human capital development in Nigeria. Research and human capital development are critical to the development of any nation. Research facilitates human capital development. A high rating in human capital development indices places a country among the leading countries of the world. The paper identified inadequate funding, lack of equipment, facilities and materials, lack of awareness, lack of implementation of research results, low rating in human capital indices, brain-drain, underemployment, etc., as challenges of research and human capital development in Nigeria. The paper concludes with some recommendations that will help meet these challenges.

The Caribbean ranks second only to Africa as the region with the highest levels of skilled emigration, which is defined as the outward migration of people holding a bachelor's degree or extensive/equivalent experience in a given field. Based on the cost of educating their citizens, there are strong arguments supporting the view that skilled emigration comes at significant economic and social cost, especially to small island developing states of the Caribbean. This paper, therefore, explores how the emigration of skilled labor from the CARICOM Caribbean impacts education policy nationally and regionally. Drawing on data collected through questionnaires and document analysis, the research unearths four dominant educational policy responses to skilled emigration: "bonding and compulsory service at the national level; regional cooperation on the movement of skilled labor through CARICOM's Single Market and Economy (CSME); market based approaches to educating skilled professionals; and education funding policy." The paper also analyses the efficacy of each of these four policy responses and their implications. Ultimately, these policy responses coalesce to highlight the national and regional complexities of educational policy-making under globalization, and the limitations of Caribbean national and regional educational policies aimed at controlling skilled emigration in the context of globalization's market forces.

Approximately one-third of countries in the world are regarded as small states. There are also subnational jurisdictions, or small territories, that share similar characteristics of small states. Their small size renders them vulnerable to changes in the global economy, and this, in turn, has an impact on trade, business, and employment. In this paper, we review the characteristics of small states and territories with reference to Macao and the influences on people's career development. Career paths in small states and territories tend to be characterised by the need for greater flexibility and readiness for adaptation. For this reason, career development practitioners in those settings are recommended to embed the notion of career adaptability within the services and training they provide.

The mobility of the highly skilled, summarized as brain drain, brain circulation and brain gain, remains a contentious issue for policy. Even so, the evidence base to inform policy remains poor. This gap is of particular importance to policymakers in countries that experience brain drain. This paper reports on the findings of a tracer study of international African doctoral graduates of South Africa's leading universities. Since access to student records was problematic, the sample frame was developed by the inspection of library holdings of dissertations. This approach allowed for a representative sample to be surveyed. Contrary to the expectation that the majority of graduates would depart from Africa as a brain drain, it was found that the majority returned home on completion. Some 10% remained in South Africa as a brain gain to the host country, with but 5% leaving Africa. The outcome of their temporary migration was brain circulation and talent development.

Transnational academic mobility is often characterized in relation to terms such as "brain drain", "brain gain", or "brain circulation"--terms that isolate researchers' minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more "nomadic political ontology", where the body is "multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings" (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse.

Recent time characterization of domain based expert of given field is considered as one of the crucial tasks due to uncertainty and randomness in document publication. It becomes more crucial when interdisciplinary, collaborative and other uncertain papers are published by an author or institute only to receive the ranking. In this case precise characterization of founding author or institute of given domain generate uncertainty. This problem starts because document publications, collaboration or expert analysis of given field is totally dark data set which contains lots of unstructured, incomplete or uncertain data. Due to which, less attention has been paid towards this direction. However, it impacts more to recruitment process analysis, brain drain analysis, reviewer comment analysis, collaborative publication analysis, loyal or honest author analysis, or even conflict of interest analysis. To control this issue, a method is proposed in this paper to characterize the the document published by any institute or author in true, false or indeterminant zone of given domain using the properties of single–valued neutrosophic set. The expert of the given domain is classified based on defined ( α , β , γ )–cut. Same time another method is proposed to deal the case of higher randomness in publication due to multiple author or collaboration using Shannon entropy. The obtained results from both of the methods are compared with each other as well as recently available approaches for validation. [ABSTRACT FROM AUTHOR]

In a globalising world, the international mobility of academics and researchers is important for their career. However, increasing migration of academics in the form of an academic brain drain is becoming a major challenge especially for Europe due to an ageing population. The issue of brain drain has been addressed usually through quantitative studies that fail to explore the in-depth reasons behind it, and present standard outcomes. Through a synthesis of qualitative literature over two decades (2000-2020), this paper presents a new perspective of the root causes of academic brain drain in Europe. After careful examination of the qualitative literature, five factors have been found to be responsible for the outflow of human capital. These include: (1) attractive salaries outside Europe; (2) short-term fixed contracts for early career researchers; (3) unfair recruitment procedures; (4) attractive migration policies and (5) the indirect role played by internationalisation policies to encourage permanent mobility.

The arena of 'English-Speaking International Schooling' continues to grow, reaching almost 12,000 schools in 2020. The growing teaching arena attracts 30,000 new entrants each year and continues to be dominated by British-trained teachers. Little is actually known about the motives or subsequent experiences of this body. However, the narrative about this 'brain-drain' tends to be negative and condescending, referring to teachers 'fleeing' Britain and 'escaping' neoliberal performativity and accountability, and finding 'refuge' overseas. The reality is that many may enter an equally difficult, insecure, and precarious environment. This paper explores the emergent terrain and shows how it has changed over time, revealing the reality of teaching in a new arena of profit-driven activity in mainland China, aimed mainly at local Chinese parents. A resultant new narrative is proposed, based upon positive notions of 'resistance' and 'self-care', which helps to explain why the exodus tends (at present) to be largely one-way.

This paper describes three eras of state building and higher education in Canada. Higher education in 'Old Canada' before WWII was mostly a small collection of colleges that bore imprints of American and British institutions and provided personnel needed to develop a vast and sparsely populated territory. The 'Hey Day of Canadian Nationalism' from 1950 to 1990 greatly expanded universities and colleges in a broader project of modern state building and social uplift, borrowing organizational models from mass-access American state colleges. The third era, 'Transnational Nation-Building,' spanning the past 20 years, uses Canadian degrees and diplomas to lure selective immigrants who seek Canadian citizenship and entrée to an emerging transnational class of English-speaking professionals. That strategy, along with a series of converging forces, is leveraging Canadian colleges and universities to implicitly adopt a new institutional path. We end by discussing insights that the Canadian case may provide for comparative understandings of higher education and state building.

This paper examines the relationship between the politics of Higher Education access pertaining to longstanding practices of patrimonial authoritarian politics and the narration of collective trauma. Building on an empirical study of Syrian HE during war, we suggest that a "narrative disjuncture" within HEIs has a damaging impact not only upon the educational process, HE reconstruction and reform, but also upon the possibility of social reconciliation. This is especially true when access to education and post-graduation opportunities are directly linked to patrimonial favouritism; widespread social inequalities in access and retention; a violent turn in the purging of oppositional academics; a severely exacerbated brain drain linked to political views; and significantly sparser employment opportunities. Building on the study findings, we show how these challenges are linked to ethico-political positioning vis-à-vis the mass movement of 2011 and related cultural trauma narratives. In closing, we suggest that understanding the relationship between HE access and cultural trauma can inform decision-making on HE reconstruction and future reform.

Technical education, as enshrined in the Nigerian national policy on education, is concerned with qualitative technological human resources development directed towards a national pool of skilled and self reliant craftsmen, technicians and technologists in technical and vocational education fields. In Nigeria, the training of technical personnel has witnessed many challenges ranging from policies which have no beaming with our problems, curriculum that has little or no relationship with workplace and social needs, embezzlement of fund meant for education development purposes, lack of teacher motivation, inadequate facilities, inadequate funding, brain drain, poor staff training, bribery and corruption. This paper intends to critically examine some of the issues, challenges and way forward of technical, vocational education and training(TVET) in Nigeria and to suggest ways of improving the teaching and learning of technical and vocational education with greater interest and enthusiasm.

This paper examines the relationship between skills prices (wage premiums) and inequality in migrant sending countries (mainly from Latin America) and explores the implications for education policies. Most of the evidence is based on the case of Mexico, a Latin American country that is also an Organisation for Economic Co-operation and Development (OECD) member. Despite the belief that Latin American countries tend to pay less for their skilled workers than developed countries, they invest a considerable amount of their Gross Domestic Product (GDP) in education and sometimes in scholarships abroad. Therefore, our main question is: Are skill prices really so proportionately low in Latin America? Likewise, what are the impacts of skills prices on migration in Latin America, and Mexico in particular? And, what is the importance of "brain drain" in terms of the relationship between migration and education? We find that despite the enormous inequality in the region, skills prices are not low. Furthermore, high expenditures on education combined with low skills prices do not necessarily result in brain drain. Other factors, such as perceptions of insecurity and corruption, have a stronger effect on the migration of Mexican professionals. Likewise, although high skills prices may lead to economic development, they may also increase social inequality, leading to greater brain drain. Therefore, the expansion of higher education is recommendable even if it reduces salaries and wage premiums in the short term.

Globalisation of labour has led to the migration of skilled workforce; known as 'brain drain'. To our knowledge, this paper is the first study which analyses brain drain from Türkiye through administrative register evidence of non-return bachelors' degree graduates. The analysis micro dataset in the paper is based completely upon administrative registers of public institutions of Republic of Türkiye. These public institutions including Ministry of Interior, Directorate-General for Population and Citizenship Affairs for residence abroad data, and Council of Higher Education of Türkiye (CoHE) for higher education data. The results were analysed through descriptive statistics. The results indicate that brain drain rate of bachelor's degree graduates is 3.23 per cent in the year 2020. The rate is calculated through considering 55,918 non-return graduates out of total number of 1,730,955 graduates. The most popular destinations to brain drain from Türkiye are the United States of America with 22.4 per cent, Germany with 14.3 per cent and the United Kingdom with 11.6 per cent. When it comes to gender distribution, brain drain rate of males is 3.62 per cent and it is 2.84 per cent for females. The results indicated that brain drain rate of bachelor's degree graduates increased more than 50% between the years 2011 and 2020. Therefore, future research is need to investigate the reason behind the high increase rates in brain drain from Türkiye. Residence abroad data used in this paper is based on the statements of Turkish bachelor's degree graduates reside abroad. Therefore, the actual number may even be higher than the figures here. [ABSTRACT FROM AUTHOR]

This paper examines language ideologies underlying the media representation of Chinese citizens speaking multiple foreign languages. It argues that a figure of good citizenship is being articulated via valorization of multilingual competence that is grounded both in the newly cherished moral values of neoliberal globalization -- entrepreneurship, reflexivity and flexibility -- and in the traditional moral values of patriotism and contribution to society. Such configuration of citizenship departs from the nationalist monoglot language ideology, and yet demonstrates a flexible nationalism that links multilingual competence to personal welfare and social harmony. This study shows the importance of paying attention to the dynamic interplay between social class, nationalism, and neoliberal globalization in our analysis of language and citizenship.

Since the Brexit referendum in 2016, and the formal act of triggering article 50 by Theresa May's cabinet in 2017, the UK has entered a period of negotiations, the outcome of which, and also the terms of the post-exiting phase, are still uncertain. In this period of uncertainty, the mobility of people is one of the main issues at stake. The topic is important for the higher education sector where the percentage of (other) European Union staff in UK universities has grown at an impressive rate in recent years before the Brexit referendum. This paper draws from official Higher Education Statistic Agency (HESA) data to investigate if there is any inversion of this trend in the British system, arguing that some 'Brexodus' of academic staff--meaning a decrease in the percentage of other EU nationals--has already started for some academics, namely the youngest and the brightest.