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In comparative education, words like 'culture' and 'foreign' are used often early on to determine issues, but they soon become subjected to individual national contexts. The world is then professionally sliced into bits of 'area expertise'. Wonderment at the multiple cultures of the world diminishes. In the post-war reconstruction period especially after 1950, theoretical work in comparative education did not retain the potentials of 'multiculturality' and 'interculturality' as crucial concerns. Thus, the strategic theme of this article is an analysis of what we lost and why and what is being overlooked in the dominant agenda of attention in comparative education such as majority-minority power relations in the politics of representation, transnational space for diasporas, competing worldviews, and epistemological hegemony. Overall, we need to assess what it is we are not-seeing. We also need to reflect on the ethics of comparative education, lest we become satisfied with being routinely relevant for practical policy and delivering 'robust and relevant research'. We should ask, relevant for whom and relevant to what?; and what might a closer relationship between comparative education and intercultural education imply for some 'futures' of 'comparative education'?

Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating 'nation' and 'state' and with a critical appropriation of diasporic subjectivity and institutions from a comparative historical perspective. The article has four themes: 'diaspora', 'ethnic internationalism', 'stateless nations' and 'internationalisation' in higher education (IHE). It illustrates these themes and their interrelationships by considering Koreans in the Japanese colonial period (1910-1945) and Jews during the British Mandate for Palestine (1920-1948) and construing them as stateless nations. These two historical cases illustrate how higher education was linked to ethnonational diasporas and internationalisation in the absence of a supportive state apparatus. The paradox is that ethnic nationalism was not only compatible but often overlapped with ethnic internationalism in higher education. The conclusion of this comparative study suggests the implications for the twenty-first century and the important role of diaspora in processes of IHE then and now.

Many of the iconic figures in the history of comparative education were trans-national polyglot scholars. Several key thinkers and actors in the formative years of the institutionalisation of comparative education notably in London and New York were either émigré or migrant scholars (i.e. Kandel, Hans, Ulrich, Lauwerys, Bereday). There are many more transnationally- mobile academics doing comparative education these days and we do not yet have a clear "Gestalt" which permits us to grasp how and why they are engaged in comparative education. This article explores this general theme, not least in terms of the concept of 'the foreign'. The article wonders about and explores the theme of a 'diasporic comparative education', here taken to mean the kinds of re-thinking of comparative education undertaken by those who choose to undergo the existential and intellectual stresses of 'becoming foreign' while they embrace the professional identity of being 'comparative educationists'.

This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices.

Academic mobility has existed since ancient times. Recently, however, academic mobility--the crossing of international borders by academics who then work "overseas"--has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge production. This article reflects on the relations between academic mobility and knowledge and identity capital and their mutual entanglement as academics move, internationally. It argues that the contemporary movement of academics takes place within old hierarchies among nation states, but such old hierarchies intersect with new academic stratifications which will be described and analysed. These analytical themes in the article are supplemented by excerpts from interviews of mobile academics in the UK, USA, New Zealand, Korea and Hong Kong as selected examples of different locales of academic capitalism.

This article offers a reflexive analysis and discussion of the relationship between academic mobility and comparative knowledge creation. It argues that what constitutes "comparative knowledge" is not solely "Wissenschaften" but more often entwined with "Weltanschauungen", derived from lived experiences--as exemplified in the biographic narratives of some of the major intellects. It reviews the notions of the "gaze" and the concepts of the Other and Homeworld/Alienworld as epistemic positioning in doing comparative education. In the framework of phenomenological thinking, the paper discusses the intimate relationship between comparative knowledge and positional knowledge.

This article begins with the contemporary context of transnational academic mobility, and sketches a typology of mobile academics according to their self-identification. UK examples are offered as the main case study here. The article will then explore the relations of mobile academics and their embodied and encultured knowledge. It employs a concept of "transnational identity capital" to discuss the position of transnational mobile academic intellectuals as a "stranger" as inspired by Simmel's sociology of space. (Contains 6 notes.)

The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, "interculturality" disappears and the other two--transnational academic mobility and internationalization--are both enclosed by the market. The contemporary condition and pattern of transnational academic mobility are also shaped by neoliberal policy and market-framed research competition. This paper offers some critical reflections on the new world of mobilities and interculturalities and the "new strangers" in the university.

This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at "the medieval period" and then at the emergent colonial and nationalist periods, including the ways that institutions as well as academics themselves were mobile. More contemporaneously the powerful political forces of both the interwar period and the Cold War period (which are well known) are sketched. The final part of the article shows in some detail how, in the contemporary period, the scale and speed of cross-border academic mobility has changed. There are new actors and new ideologies. What is clear from the article is that there is not merely a need to keep information about the flows of academics up to date for policy purposes. It is also clear that we are a long way from being able to theorise the problem, sociologically and comparatively. (Contains 1 table.)

This paper illustrates the transfer of university models from Europe and America to East Asia and will consider how international power relations in different times transform ideas about the university, in the process of global transfer. These relations will be identified with different forms of the state: imperial, colonial, welfare and market state. (Contains 1 figure.)

The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education are disturbed by the principles of inclusion and exclusion in the local context of university academic culture. The case of South Korea shows how the national policies for the internationalisation of higher education are translated into local cultural practice inside academe: What are the "positions" of foreign and female academics in the specific national university context? How are they constructed by official policies of internationalisation? How are they experienced by individuals to form new reflexive identities? The paper offers an illustrative analysis of the "positioned" and "positional" identities of foreign and female academics and the "boundaries" of inclusion and exclusion drawn around their identities. This exploratory study is aimed at future research agendas for a larger theoretical study on internationally mobile academics in different social contexts. (Contains 2 notes.)

This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices. [ABSTRACT FROM AUTHOR]

Objective: Delayed-release metformin (Met DR) is formulated to deliver the drug to the lower bowel to leverage the gut-based mechanisms of metformin action with lower plasma exposure. Met DR was assessed in two studies. Study 1 compared the bioavailability of single daily doses of Met DR to currently available immediate-release metformin (Met IR) and extended-release metformin (Met XR) in otherwise healthy volunteers. Study 2 assessed glycemic control in subjects with type 2 diabetes (T2DM) over 12 weeks.Research Design and Methods: Study 1 was a phase 1, randomized, four-period crossover study in 20 subjects. Study 2 was a 12-week, phase 2, multicenter, placebo-controlled, dose-ranging study in 240 subjects with T2DM randomized to receive Met DR 600, 800, or 1,000 mg administered once daily; blinded placebo; or unblinded Met XR 1,000 or 2,000 mg (reference).Results: The bioavailability of 1,000 mg Met DR b.i.d. was ∼50% that of Met IR and Met XR (study 1). In study 2, 600, 800, and 1,000 mg Met DR q.d. produced statistically significant, clinically relevant, and sustained reductions in fasting plasma glucose (FPG) levels over 12 weeks compared with placebo, with an ∼40% increase in potency compared with Met XR. The placebo-subtracted changes from baseline in HbA1c level at 12 weeks were consistent with changes in FPG levels. All treatments were generally well tolerated, and adverse events were consistent with Glucophage/Glucophage XR prescribing information.Conclusions: Dissociation of the glycemic effect from plasma exposure with gut-restricted Met DR provides strong evidence for a predominantly lower bowel-mediated mechanism of metformin action. [ABSTRACT FROM AUTHOR]