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Higher education in developing nations is typically viewed from a dependency perspective--institutions are seen as merely recipients of Western knowledge, aid and reform efforts. Nevertheless, universities in both the centre and the periphery are dealing with tensions between protecting the public good and embracing neoliberal values based on a market approach to higher education. In the USA and Europe these competing interests are typically cast as mutually exclusive. Our study on the market approach to higher education in Kenya, however, suggests that public and private interests can be complementary, contributing to a re-envisioning of the traditional mission of higher education. This article seeks to examine more fully the nature of reform efforts at two universities in Kenya, to elucidate lessons for universities undergoing market-oriented reform in the West and to suggest a reciprocal relationship between institutions in Africa and Europe, upending the centre-periphery paradigm.

With the move toward mass higher education in Russia, academic degrees have lost much of their prestige. It is now necessary to look more closely at the reasons for this devaluation, to explore ways to optimize the training of researchers in graduate school programs, and to integrate Russia's system of science training into the European system. [This article was translated by Kim Braithwaite.]

During the last decade education worldwide has experienced massive changes ranging from domestic market inauguration to the internationalization. In due course of time, there has been a great urge for restructuring the education system to make it internationally comparable ensuring economic benefit. The developed countries have dominated through the process and have been able to reap the benefit of internationalization of higher education. It is to be noted that the developing countries are forced to accept the negotiation of the developed countries to get support in turn. At the same time it may also be noted that there exists an inverse relationship between domestic gross enrolment ratio (GER) and outward mobility ratio (OMR) and the other developing countries have resorted to importing education services to supplement their domestic capacity. The present paper articulates the current nature of the internationalization of higher education through analyzing the indicators related to it. The paper establishes the inverse relationship between GER and OMR. It also attempts to provide policy implication by highlighting facts related to the process.

The aging of the professoriate in Russia is a barrier to creating closer links between scientific research and teaching; it is making it difficult for Russian universities to improve their world ranking and putting at risk the future of the profession and the development of Russian society. (Contains 2 tables.)

An assessment of the extent to which industry-university partnerships in doctoral education, which have become increasingly prevalent in the knowledge economy, have begun to penetrate the South African higher education milieu, is reported. The factors that motivate large industries in developing countries such as South Africa to invest in doctoral education are explored and the nature of these relationships is examined. The data indicate the ambivalent attitude of those in industry to doctoral education in South Africa: knowledge at PhD level is regarded variously as "desirable", "a luxury" or "superfluous", with industry in general preferring lower-grade skills. It is suggested that the low level of interest in doctoral education may relate, among other factors, to the "brain drain" of graduates as well as to the overall commitment to R&D in the country, which is low in relation to global benchmarks, forcing industry to conduct research and innovation further afield. (Contains 3 notes.)

University-industry (U-I) linkage is not a new concept. Although there are models for such linkage that have been tested or used, they may remain unsuitable in certain countries and communities. With the unique situation of the Palestinians, the existing models may fall short of meeting the specific needs and targets of establishing such a relationship. This paper aims at building a framework for stronger relationships between Palestinian universities and industries and entrepreneurial network of the Palestinian Diaspora based on a strong supporting platform of Science, Engineering, Technology & Innovation (SET&I). This would in turn strengthen the SET&I platform rendering it an enabled and enabling platform. Several interviews were conducted with people seen as experts and/or representatives in this field. University-industry collaboration, knowledge networks, Diaspora, researchers, investment, spin off, spill over, brain drain, Palestinian skilled immigrants and others are pieces of a puzzle. This puzzle can be put together in many ways. Looking through the eyes of Palestinian Diaspora entrepreneurs, U-I collaborations are a ready platform that could support their mobilization and movement towards challenge and socio-economic satisfaction in Palestine.

In this paper we theorize a framework for discussing quality assurance of globalized models of education used internationally. The philosophical assumption that homogeneity of perspectives achieves objectivity in practice is argued against using the examples of (a) Brain drain, and (b) Profit over quality. We present a coherent real world scenario for the abstract ideas on inequities in Sriraman and Adrian ("Interchange Q Rev Educ" 39(1):119-130, 2008) with a meta-analytical support of the literature.

One of the ways in which globalization is manifesting itself in higher education and research is through the increasing importance and emphasis on scientific mobility. This article seeks to provide an overview and analysis of current trends and policy tools for promoting mobility. The article argues that the mobility of scientific labour is an indispensable prerequisite for building capacity and world-class excellence. Many of the newly emerging economies have been able to leverage themselves to advantageous positions in the global scientific economy through the skilful deployment of international research networks. Mobility is still a mixed blessing since scientific labour, like other scarce resources, has a tendency to cluster towards the centre. However, given advances in communication technology and the presence of good research infrastructure, a core group of networked researchers can go a long way towards helping a country with modest scientific resources achieve world-class excellence.

In an attempt to better understand the need and importance of the community college's role in economic development, this article takes a closer look at how collaboration in the Juniata Valley of Pennsylvania between Industrial Development Corporations (IDCs) of Mifflin and Juniata counties, career and technical centers, and other agencies is focused on working together to establish a community college that would have an economic impact in Juniata and Mifflin Counties, Pennsylvania. Collaboration is a popular buzzword. Although it is often used to describe any time groups of people get together for a purpose beyond usual duties or interests, this case study suggests that established and committed relationships among key players in the region's economy is required in order to sustain a collaboration that is focused on creating a community college. (Contains 2 tables.)

Since the 1990s, the partnership paradigm has become the predominant framework for organising transnational academic ventures and international development. The global-partnership approach embraces a pluralistic perspective to development and dramatically expands the spectrum of actors and activities that constitute international development cooperation. Another significant shift is the increasing understanding that development is a complex process that requires the intensive production and utilisation of knowledge and cross-boundary partnership building. The growing convergence of the partnership and knowledge paradigms in contemporary development discourses has decisively transformed higher education into a critical stakeholder in promoting international development cooperation, including poverty reduction. The distinctive aim of this paper is to undertake a thematic analysis of a body of recent policy instruments and initiatives in Africa to illustrate and interrogate the shifting discourses of knowledge and partnership and their increasing embeddedness in Africa's contemporary development politics. The paper reviews the multiple and evolving trajectories and themes that characterise transnational higher education partnerships in Africa. The paper argues that knowledge and partnership are percolating into the core of Africa's nascent knowledge-based economic dispensation, and diasporic networks are suggested as constituting a potentially symmetric and sustainable partnership paradigm for Africa.

The flight of human capital is a phenomenon that has been of concern to academics and development practitioners for decades. Unfortunately, there is no systematic record of the number of skilled professionals that many African countries have continued to lose to the developed world. Termed the "brain drain", it represents the loss of highly skilled professionals from a source country to a recipient country. The migration of academics from Kenya has mainly taken two forms: direct migration or settling down after completion of one's studies in a given country. This article critically examines the migration and brain drain in public higher education institutions in Kenya and its implications, and suggests that the institutions should continue to explore strategies on how best to use the skills and experience of emigrant academics, and how to minimise their outflow.

What would be one of the most sensible ways for a country to invest to achieve maximal economic growth? A recent study (Chetty, Friedman, & Rockoff, 2011) by economists at Harvard and Columbia Universities shows that better teacher quality results in significantly higher students' lifetime earnings. And investing in public school teachers results in an expanding skilled work force, the foundation for maximal economic growth. Although Japan's economic growth has declined in recent decades, Japan has been and still is one of the several countries successfully educating students to participate in a large, highly skilled work force that generates a high per capita GDP. In this paper, characteristics of Japanese public schools that have contributed to attracting and retaining superior teachers will be described from the perspective of a high school mathematics teacher with 20 years teaching experience in Japanese public high schools and more than 13 years teaching in the United States; and more recently as department chairperson, hiring mathematics teachers for a private, residential high school. The paper will explore how better to select teachers with reference to actual practice in Japan and in the US and will include an analysis of actual qualifying/employment examinations and their outcomes. Prospects to foster and maintain a top tier, public school teaching profession that will expand the high skilled population and counteract "brain drain" for a developing country will be discussed. [This paper was originally presented by the author at the 5th International Conference on Science and Mathematics Education in Developing Countries, Phnom Penh, Cambodia, March 2012. It was published as "Strengthening a country by building a strong public school teaching profession," by K. I. West, 2013, "Journal of Project Research," 8, pp. 85-101. Copyright by Waseda University. Reprinted with permission.]

Over the past four decades, governments in the least developed countries (LDCs--a categorization adopted by the United Nations) have been attempting to improve the skills and knowledge of their public servants by providing local and international training programs. Despite these training activities, however, many LDCs continue to experience acute shortages of high-level technical and managerial skills. This is because LDCs are increasingly unable to retain trained personnel employed in the public sector, resulting in a "brain-drain". The present study critically assesses that part of a major human resource development project implemented in Eritrea, an LDC, between 1998 and 2005, which provided overseas scholarships for 674 public servants. Almost two-thirds did not return to Eritrea, and the study seeks to establish the reasons for nonreturn. It identifies from the literature five factors that appear to influence return and examines the relationship between these and nonreturn. Economic and political conditions and lack of peace and stability were significant in explaining changes in nonreturn. The results point to the areas of change needed to enable LDCs to retain highly qualified nationals. These areas involve significant changes in government policy, but training providers themselves may be able to take some steps to minimize the lack of benefit from their human resource development investment. The conclusion is that the retention and effective utilization of trained people by LDCs remains challenging. In theoretical terms, the concern of this study can be seen as a macro-level expression of the transfer problem. (Contains 5 tables.)

Hitherto, research on transnational higher education student mobility tended to narrowly present hard statistics on student mobility, analysing these in terms of "trends" and the implication this has on policy and internationalizing strategies. What is missing from this "big picture" is a close-up analysis of the micropolitics of student mobility in specific geographical contexts. Despite an expanding university sector in Singapore, there is a persistent trend of Singaporean students leaving the country for overseas study, posing a possible problem of brain drain. This paper presents a socio-politico analysis of student mobility and the attendant politics this has created for Singapore's human capital building. The Singapore case is instructive of how it manages its human capacity building vis-a-vis its outward-bound student mobility. Although there are "tactics of intervention" in place, it remains to be seen how the Singaporean government tackles two national dilemmas that are related to the socio-politico consequences of student mobility.

Responding to the impacts of globalization and the knowledge economy, the increasing demand for higher education in East Asia is not only met by domestic higher education, but also by importing transnational higher education (TNHE). Importing TNHE becomes an export strategy to attract international students to contribute to capacity building for the importing countries. While trading on the strength of west-dominated TNHE in East Asia is well received, its underlying dilemmas are under-represented. The paper aims to offer an alternative analysis to identify possible hurtful aspects that might be treated as "the Trojan Horse" hidden in the import-export model that might aggravate rather than minimize student mobility and brain drain and deepen rather than alleviate the influence of western culture on East Asian countries. Hence, the overwhelming discourse of capacity building in importing TNHE should be critically re-visited by paying attention to foreign providers' motives, the nature and characteristics of TNHE programmes, and the reality of the partnership process and arrangement.

The emigration of highly-qualified academics ("brain drain") is considered an essential factor in the decline of the human capital of post-Soviet Russia. However, statistics show that the scale of this phenomenon since 2000 was minor. The Russian scientists who went abroad for permanent residence or for a contract job abroad represented no more than 2% of Russian scientists with Candidate or Doctor of Science degrees. Yet, at the same time, the relatively new concept of "brain circulation" gains more popularity. The departure of Russian scientists abroad is not only a threat to the development of domestic science but, paradoxically, also the chance to give additional stimulus to its development.

Purpose: This study aims to bring some additional insight into the issue of emigration by establishing a relationship between emigration and psychic return of citizens to their human capital investment in the country. Design/methodology/approach: The article adopts a quantitative research strategy. It applies organizational commitment and human capital theories to the study of emigration. Findings: The article provides evidence for the fact that psychic return to human capital investment in the country has significant relationship with emigration level from this country. At the same time, of all variables that comprise this type of return to HC investment, only two variables were found to be statistically significant: national GDP and access to education in the country. Research limitations/implications: The findings provide some evidence for the fact that emigration from a country cannot be reduced unless people in the country have the ability to lead an economically comfortable life and have access to education. Those countries that experience significant emigration need to turn their attention to developing and implementing sound economic and educational reforms. Emigration will be reduced as a result. A significant limitation of this research is the fact that not all the world countries were included in the analysis. Although the authors did their best to get data for as many countries as possible, the absence of data for some countries allowed for the research using fewer countries than desired. Originality/value: This article utilizes organizational commitment and human capital theories. The combination of these two theories of social research allows a unique look at emigration. (Contains 4 tables and 3 figures.)

There is no question that internationalization, and particularly international student mobility, has transformed the higher education landscape in the last decade. It has brought diverse benefits to students, institutions, communities and countries. But there are unanticipated outcomes and risks as well. The purpose of this article is look at the complexities and current trends of student mobility and to invite reflection on some of the new developments and unintended consequences. These include granting and recognition of academic credentials; diploma and accreditation mills; collaborative programs such as joint or double degree programs and twinning and franchise arrangements; the great brain race and its implications for brain gain, brain drain, and brain train; the competitiveness agenda; status building and world rankings; regional identity and global citizenship. These macro issues often become an implicit part of the culture or environment of international education without being questioned. Focusing on some worrisome trends and outcomes of new developments in student mobility and internationalization does not deny the multitude of positive results; it is only an attempt to encourage a 360-degree look at the current state of student mobility and to encourage more research and reflection on some important trends and unexpected results. (Contains 1 figure and 2 tables.)

Context: Research increasingly suggests that the high school diploma has lost its meaning as a symbol of life preparation. Having faced economic struggles earlier and longer than most regions of the United States, the "Rust Belt" region offers important lessons for the broader nation regarding how high schools might prepare youth for stable futures. Much like in towns in India and China, communities in the United States' Rust Belt experience a paradox of wanting youth to find successful careers but not leave the area. Focus of Study: Recent research connections between high school and college have focused on the role of signaling strategies in preparing young people for postsecondary opportunities. High-quality signals that are clear, aligned, and consistent can positively influence student outcomes. This article examines the types of policy signals that local Rust Belt communities are trying to develop to both improve postsecondary attendance of young people and retain young people in their home communities as they choose career pathways. Research Design: Three cases--"Steeltown," "Milltown," and "Railtown"--were chosen using a comparative case study design intended for the purpose of explanation building. Data-collection strategies consisted of a combination of semistructured interviews and document collection to ascertain the visions, intentions, and implementation of the reform efforts of the selected communities. Interview protocols explored the actors, problem definitions, collaborative patterns, and implementation of initiatives. Extensive written documentation from each city that served as validity checks of the interview data. Data analysis involved a grounded theory approach of moving from raw data to conclusions using a data reduction process that involved an extensive coding strategy and case histories. Findings: The strategies of the three cases suggest that three specific signaling strategies were most often used to address individual and community policy needs in these Pennsylvania communities: achievement, alignment, and awareness. The focus on academic achievement was the most consistent strategy, but weak in terms of providing a connection to postsecondary signaling. Awareness strategies consisted of teaching youth and their families about the growing fields of industry in a local area. Alignment strategies provided a way for youth to see the full pathway to potential careers. They included a focus on creating easier transitions between traditional high school, vocational-technical high schools, community colleges, technical schools, and four-year institutions. Conclusions: The alignment strategies presented in these cases were not always consistent with the awareness strategies that encouraged youth to stay local in job searches. Alignment strategies therefore often prioritized youth needs over community needs. If alignment efforts are paired with building awareness of local career opportunities, however, they could help to strengthen and rebuild Rust Belt communities. A combined strategy could both increase understanding of careers and provide a pathway to get the training necessary to compete for these available jobs.

We examine the effects of a branch campus on the social welfare of the host country and the foreign university. Overall, we find that a branch campus increases both the domestic social welfare (measured by the aggregate student utility) and the tuition revenue of the foreign university. The effect of a branch campus on the brain drain is determined by the quality of the branch campus. A larger increase in labor emigration is observed when the quality of the branch campus improves. However, if the quality of the branch campus is sufficiently high, then fewer students will choose to study abroad and the brain drain problem is alleviated. The choice of the quality of the branch campus, therefore, has important policy implications. (Contains 2 tables, 1 figure, and 7 notes.)

Russian science is experiencing processes of personnel aging and stagnation, which are disrupting the continuity of the generations and are limiting prospective workers' opportunities for professional and career growth. The decline in the prestige of science work, the exodus of specialists into other, more attractive segments of economic activity within Russia and elsewhere, and the deformation of the age structure of the cadre potential of science are all indicators that demonstrate the current state of the intellect in this country and, at the same time, the decline of its influence on the dynamics of economic development. This article suggests that reforms are urgently needed, including changes in the pension plans available to scientists in Russia. The fundamental approach consists of a comprehensive transformation of the overall system of retirement pensions. (Contains 1 table and 2 notes.)

Improving teacher retention and resiliency are key educational problems. In this article, we share findings from case studies of six educators who, for over 200 combined years, worked in urban, high-poverty schools and highlight what teachers need to remain in such contexts. We argue that developing "professional resilience" is a process built on the interplay between individuals and their supportive contexts. In-depth interviews with these six educators reveal how connections with educator networks such as the National Writing Project (NWP) helped teachers develop into durable and reflective practitioners by providing them technical expertise, cultural support, and opportunities to develop as leaders. (Contains 1 table and 2 notes.)

Adolescents who grow-up in rural areas often experience a tension between their attachment to the rural lifestyle afforded by their home community and a competing desire to gain educational, social, and occupational experiences that are only available in metropolitan areas. While these diverging pressures are well-documented, there is little information about linkages between rural high school students' views of their communities, their postsecondary aspirations, and their school adjustment. To address this issue, this study examined perceptions of community and residential aspirations in an ethnically diverse sample of 8,754 rural adolescents (51.5% female) in relationship to their competence and risk status in high school. Participants were from 73 rural high schools across 34 states. In addition, ratings on participants' school adjustment were provided by teachers (n = 667). High competence students (i.e., those in configurations of high positive and low negative teacher-rated characteristics) expressed positive perceptions of their rural lifestyle and many, particularly girls, indicated an interest in staying in or returning to their home community. Low competence youth (i.e., those in configurations of low positive and high negative teacher-rated characteristics) appeared to be less connected to their community and were more likely to express their intent to leave and not return. These results appear to qualify current concerns about "rural brain drain" and also suggest that the lack of attachment to the community may be a compounding risk factor for rural adolescents who have significant school adjustment problems.

The geriatric specialty, unpopular among most UK born and trained medical graduates, provided an opportunity for career development and achievement for those doctors whose training had been non-standard for a variety of reasons. Migrant doctors who have played a substantive role in the UK National Health Service since its inception made an important contribution to the building of that specialty, at the same time building their own careers. This paper draws on oral history interviews with the UK trained pioneers of geriatric medicine and with South Asian overseas trained doctors who entered the geriatric specialty in the middle decades of the twentieth century. It critically reviews the literature of skilled migration, specifically in terms of "brain drain" and "push-pull", focusing on historical and socio-cognitive communities and emphasizes the contribution of individual narratives of career development in the lives of migrants. Focusing on the use of luck and chance in accounts it suggests that although such terms are indicative of chance upon opportunity, they also suggest a role for agency in career development in contexts which were not auspicious. The outcome, for those interviewed, was regarded positively in career terms, but also had a significant part to play in the development of the career of the specialty of geriatric medicine and in the lives of the marginalized people for whom they developed a service.

This paper examines whether graduates of high academic quality (as measured by their university or university college Grade Point Average or GPA) are recruited to and remain in school jobs. Extensive data from Norwegian administrative registers are used. The analyses show that graduates from specialised and concurrent general teacher programmes go into and remain in school employment to an overwhelming extent irrespective of academic quality. Among those with less specialised university degrees, however, high-GPA graduates are considerably less likely to take a school job and they are also more likely to leave. Both groups of graduates generally earn more in non-school employment, but this earnings differential is unrelated to GPA. Economic factors therefore cannot explain why high-GPA graduates more rarely enter and more often leave school employment. (Contains 3 tables, 4 figures and 7 notes.)

The purpose of this article is to review and revitalize the concept of "talent loss" in educational theory and research. It is our contention that the concept, while it has had a long and varied history among educational researchers, has recently surfaced and is providing useful insights into inefficiencies in educational systems, which are much to the detriment of individual students as well as societies. After we trace the history of the concept, we consider aspects of its current renewed use, in which we focus on its relevance for understanding social disadvantage among youth, gender differences, and the migration of talent between countries. We conclude by arguing that the concept of talent loss, in its various forms, should receive greater attention by educational scholars, as well as by developmental psychologists and youth researchers.

This article examines the unique challenges facing Kenya's public higher education institutions. It explores the struggle to develop quality and quality assurance mechanisms against a background of rapidly diminishing income, brain drain, political interference and the negative aspects of globalisation. The challenges have consequently led to a decline in the quality of education and left higher education hanging on a thread. The article argues that the higher education sector requires clear policies of rewarding and retaining talented staff and ways of dealing with the politically instigated expansion. It provides an opportunity for reflection on policies and practices in Kenya's higher education sector and suggests an urgent need for reforms. Quality assurance could play a key role in initiating these reforms.

Using primary survey data, factors influencing preferences of international graduate students in the United States as to whether they prefer to stay in the United States or go back to their home country to start their careers are examined employing discrete choice analysis. Career opportunities and social climate are critical factors. Students prefer to start their careers in the country where they have more and better career opportunities, receive higher salaries, and have increased civil liberties. Differences between students who are sure and those who are not sure as to where they prefer to start their career are noted. (Contains 1 note, 2 tables, and 2 figures.)

Based in qualitative interviews and ethnographic research conducted in the remote rural town of "Golden Valley," California, this paper explores the roles of schools and education in structuring rural community life in the wake of economic devastation caused by the timber industry collapse in the region. We look in depth at the ways in which education is either valued or rejected by community residents in their struggles to keep their children nearby and promote a viable future for their community. We critically investigate the ways in which brain drain is perpetuated within the community, and how moral categories constructed around perceptions of a family's moral worth influence the amount of encouragement or support children receive with regard to education and future prospects within or outside of the community. We find that in the new economic landscape, moral and class divisions within the community are magnified and reproduced through the local school system, with results that may consign some young adults to a life outside of the community, and others to chronic economic insecurity. (Contains 6 footnotes.)

Sometimes it's a relief when a leader leaves. What large organization, after all, doesn't have its "seasoned" corner office dragon who predates everyone, and who no one can figure out how to get rid of? But more often, companies are proud of their leaders, especially the ones they took pains to develop over a decade or two. After years of mentoring, job rotations, and leadership retreats--when they've finally made it to the top and are ready to give back to the organization--the last thing one wants is for them to walk out the door. With a slow recovery in progress and better times hopefully ahead, one needs a plan to prevent competitors from successfully wooing one's best leaders. In this article, Vice President, Human Resources and Information Technology Mark Mindell of Toshiba America Medical Systems, Inc. and Assistant Vice President, Training Bev Wood of American Fidelity Assurance Company (AFA) offer some tips.

This paper presents results of a questionnaire survey of 1400 Year 13 (final-year) school and sixth-form pupils in two contrasting areas of England, which asked them about their thoughts and plans to study at university abroad. Key questions that the survey sought to answer were the following. How many and what proportion of all higher education (HE) applicants, apply, or consider applying, to university outside the UK? What are their reasons for doing so? What are their distinguishing characteristics as regards type of school (state vs. private), academic record, parental socio-occupational background and prior contacts abroad? The questionnaire data were supported, but occasionally contradicted, by interviews with school staff members responsible for coordinating and advising on the HE application process. Approximately 3% of pupils apply to study abroad (most also apply to UK universities) and another 10% consider applying but do not do so. North America, Australia and Ireland are favoured destinations; not mainland, non-English-speaking Europe. Quality of university and desire for adventure are the most important motivations. Decisions to apply abroad are strongly correlated to the academic results of pupils (the best apply), to prior connections abroad (travel, holidays, residence abroad, etc.) and to a range of overlapping indicators of parental wealth and social class. The theoretical and policy implications of the research are also considered. Study abroad creates an "elite within an elite" and works against government agendas of widening participation. On the other hand, English students' foreign experience potentially enhances their interculturalism and graduate labour market competitiveness, yet raises spectres of "brain drain" of the "brightest and best". (Contains 10 notes and 6 tables.)

Sectoral levelling funds are an arrangement aimed at alleviating a well-known theoretical problem of underinvestment in worker training because of free-rider behaviour of firms. In the Netherlands, collective agreements require firms to participate in such funds in a number of sectors. Using a comprehensive dataset of Dutch firms, we attempt to determine the extent to which these levelling funds have a stimulating effect on the level of training investments of firms. Surprisingly, no indications are found for the existence of such an effect. Training levels are not higher in sectors with a fund than in sectors without a fund. Several explanations are discussed to account for these findings. (Contains 6 tables and 10 footnotes.)

The master discourses of economic globalisation and the knowledge economy each cite knowledge diasporas as vital "trans-national human capital". Based on a case study of a major Australian university, this article examines the potential to deploy China's large and highly-skilled diaspora in the service of Chinese and Australian scientific and technological development. It finds that at a time when much of the world is deeply mired in a global financial crisis, this treasured resource of highly-skilled intellectuals assumes even greater significance. Meanwhile, there are key challenges to be confronted to fully utilise China's overseas talent. It argues that the Chinese knowledge diaspora are a modern kind of cosmopolitan "literati", and could contribute actively to higher education internationalisation in both Australia and China.

In recent years there has been a significant growth in the number of international students. In several developed countries the inflow of foreign tertiary students has become a significant source of income for higher education (HE) providers and the economy as a whole. This net inflow of foreign students has been indirectly and, more recently, directly encouraged by government policies in these countries. However, this "trade" in HE is unbalanced, with low-income countries being significant net "importers" of HE. Here we review the theoretical and empirical literature to reassess the impact of this growth of international students on the extent and pattern of global income inequality. We conclude that the benefits from the growth of trade in HE accrue predominantly to developed countries, with the costs being disproportionately borne by the poorest countries. Analysis is presented explaining why national and pan-national policies are unlikely to rectify this imbalance. (Contains 1 table.)

In this study, the authors use college enrollment and migration data to test the brain drain hypothesis. Their results suggest that state merit scholarship programs do indeed stanch the migration of "best and brightest" students to other states. In the aggregate and on average, the implementation of state merit aid programs increases the total 1st-year student enrollment in merit aid states and boosts resident college enrollment in these states significantly. The gross enrollment increase is a function of increased total student enrollment from these states and, perhaps more important, decreased emigration from these states. In addition to these overall effects, variations across states and across types of institutions exist due to scholarship eligibility criteria and award amount across states. (Contains 13 notes and 4 tables.)

Things are not going so well in small-town America. While the so-called "Great Recession" of the moment has focused considerable attention on the travails of Main Street and Middle America, the truth is that the troubles that plague such places have been a long time in the making. For the past 30 years, nonmetropolitan counties and the towns that dot the nation's landscape have been steadily losing population. Between 1980 and 2000 more than 700 nonmetro counties lost at least 10 percent of their population, and between 2000 and 2005 more than half of all such counties have had more deaths than births. Though this is a trend that affects almost all regions, from Maine to Louisiana and from Montana to Alabama, it is most pronounced in the middle section of the country. What makes these trends ominous for small-town America is that this is a story not just of population loss, but of the systematic siphoning off of the young and educated, what is usually referred to as "brain drain." Though young people always have left small towns to seek their fortunes elsewhere, these losses are more debilitating now because of the economic transformations that have profoundly restructured opportunities for those who stay in these communities that have so long depended on vulnerable manufacturing and agricultural sectors. Put simply, a generation ago, the loss of educated young people was not as devastating because of the opportunities in the mid-20th-century economy that sustained those who stayed in or returned to small towns through work in factories or on family farms. In examining what causes hollowing out, and what can be done to arrest the decline of small-town America, the authors believe education is a key reason hollowing out is such a devastating problem for so many towns in America. Moreover, they think a reimagined school system can be a key to renewal and growth for these areas. The authors want rural schools to target students for the modern, postindustrial workplace with employer collaboration. Their work describes the Achievers, Seekers, Stayers and other distinctive groups that constitute these small towns in decline.

This study explored the reasons for current reverse mobility patterns in South Korea and how the country benefits from returning U.S. doctoral recipients in the forms of brain gain and brain circulation. Based on interviews of Korean faculty who studied in the U.S., this study found that while the political economy might help to explain why Korean students choose to study in the U.S., it does not fully capture their decisions to return. Family ties and cultural reasons transcended reasons related to economic mobility. The study also found that while both brain gain and brain circulation were present, brain adaptation was especially prevalent.

Research is regarded as essential for development and the application of new knowledge for the benefit of society. Higher education in Uganda has expanded rapidly in the last 20 years. Universities have become the most important institutions in the achievement of national and international goals in enhancing the quality of life, wealth creation, production of high caliber human resources. Even though research has been recognized as key to development, research funding has not received adequate support. The resultant effect has been inadequate research infrastructure in this country. University funding is considered inadequate leading to alarmingly low and declining salaries of faculty staff, massive brain drain while external sources of grants have diminished. The study recommended for authorities' careful consideration and implementation of all policies that will facilitate effective and efficient functioning of tertiary education. These include adequate funding, upgrading of all (library, laboratory, workshops) facilities, continuous staff development efforts, comprehensive data generation, storage and usage among others.

The authors profile developments in the globalization of Indian higher education, with an emphasis on emerging globally compatible institutional infrastructures. In recent decades, there has been an enormous amount of brain drain: the exodus of the brightest professionals and students to other countries. The article argues that the implementation of robust student support and quality-assessment methodologies in Indian universities is essential if India is to become an attractor as well as a source for international student and faculty circulation. On-site research conducted with senior administrators and student body members in India indicates that the mounting pressure to develop such infrastructures is increasing the divergence between privately funded and traditional public schools in the Indian higher education landscape, as progressive private institutions position themselves to become competitive in burgeoning international partnerships. In particular, many new innovative private university programs and infrastructures have developed that address the demands of cross-circulation with Western academic programs. (Contains 2 figures, 2 tables and 3 notes.)

The article briefly summarizes seven challenges that faces the Seventh Day Adventist (SDA) tertiary institutions in the Caribbean. There is no exhaustive discussion of the challenges but each is clearly articulated. There is no attempt to address solution but the discussion of each challenge, however, provides opportunity for several inferences that may begin the dialogue for solution. The purpose of SDA education is stated and the understanding of that purpose within a highly multicultural religious context is given some attention. Two English speaking universities, Northern Caribbean University, in Jamaica, and University of the Southern Caribbean, in Trinidad and Tobago, provide the reference from which the seven challenges are drawn. The Seven challenges are: Survival of SDA tertiary schools in the Caribbean, competition with government universities, financial stability, the brain drain, religious balkanization, politics within church organization and the need for curriculum reformation.

Background: Globalization in medical education often means a "brain drain" of desperately needed health professionals from low- to high-income countries. Despite the best intentions, partnerships that simply transport students to Western medical schools for training have shockingly low return rates. Ethiopia, for example, has sent hundreds of physicians abroad for specialty training over the past 30 years, the vast majority of whom have not returned. This represents a highly problematic net transfer of financial and human resources from the Ethiopian people to Western countries that have failed to develop their own adequate health human resource plans. Methods: With this background in mind, in 2003 Addis Ababa University invited the University of Toronto to collaborate on the first Ethiopian psychiatric residency program to be run entirely in Ethiopia. Called the Toronto Addis Ababa Psychiatry Project (TAAPP), it was established on the principle of supplementing the ability of the small Addis Ababa University Department of Psychiatry to teach, provide clinical supervision, and to help develop educational capacity. Over the last 6 years the model has involved a large number of University of Toronto faculty and residents who have spent blocks of 1 month each in Addis Ababa. Results: This article describes the first three phases of TAAPP (I) Development of a model residency program; (II) Enhancing clinical, educational and leadership capacity; and (III) Sustainability, faculty development, and continuing education. Between 2003 and 2009, the number of psychiatrists in Ethiopia increased from 11 to 34; the Addis Ababa University Department of Psychiatry faculty increased members from three to nine. There are new departments of psychiatry established in four other university hospitals in Ethiopia outside the capital city. Mental health services are now being integrated within the national system of primary care. Conclusion: An important issue that underscores such a partnership is the risk of simply exporting Western, America-centric psychiatric training versus creating culturally appropriate models of education.