University of Exeter, UK
Education was once considered a neutral, technical activity;yet, over the past decade, the international education agenda has shifted in line with the wider ‘do no harm’ debate to recognize education’s potential influence over spheres of security, governance and economics. With 1in3 of the world’s 121 million out-of-school children living in fragile or conflict-affected situations (GPE,2016), the relationship between education and conflict has received targeted efforts. Yet, despite academic and practitioner focus, Reisman and Janke (2015) stress that conflict-sensitivity still needs to be “better understood and adopted by all partners.” This paper explores the necessary processes required to ‘institutionalise’ conflict-sensitive practices within education-focused humanitarian organisations, highlighting key obstacles and opportunities.
Meghna Nag Chowdhuri
University of Cambridge, United Kingdom
For more than a decade globally, and more recently in India, education policy has focused on how children participate in classrooms. This (re)imagination falls within a larger shift towards a more constructivist perspective, where “learning takes place through interactions” (NCERT, 2006, p. 17). Based on this, reformed textbooks have been developed, incorporating text that encourages student participation. However, what is often missing from the discourse is teacher’s voice (Batra, 2005). Thus, despite the reformed textbooks, it is not understood whether such a change is realised in classrooms or (and) accepted by teachers. This paper focuses on the reformed primary-level mathematics textbooks to explore this link — nature of ‘student participation’ in the mathematics textbooks, compared to teachers views and practices. Mathematics is one of the most crucial subjects of primary schooling, and a key indicator of basic skills across the Southern context (ASER, 2016). Yet it continues to play the role of a gatekeeper in education, especially for those from under-privileged communities (Khan, 2015).
The data discussed, is part of a three-year-long project exploring the teacher-textbook relationship in primary government school classrooms in Delhi. The study was conducted in four schools, with a focus on 10 teachers. The data includes reform-based textbooks, 44 classroom observations, and 16 semi-structured interviews.
The textbook anticipates students’ engagement in classrooms in primarily three ways: explanation tasks (oral and written), generation tasks (creating their own tasks), and construction tasks (creating physical materials). The paper argues that although a few of the teachers are starting to approach these ways of student engagement, especially those involving explanation;the construction and generation tasks are not as frequently seen. Further, teachers’ understanding of how these tasks can be used meaningfully for mathematics learning is vague. These results have implications for teacher-training policies, textbook development and mathematics education research.
Hiroshima university, Japan
Literacy and numeracy, as emphasized in the Declaration for Education For All (EFA) in 1990, are essential tools for learning. However, EFA Global Monitoring Report 2014 pointed out that many children leave schools without acquiring literacy and numeracy. In Burkina Faso, PASEC (Programme d’Analyse des Systèmes Educatifs de la Conférence des Ministres de l’Education) [Francophone Africa Educational Systems Analysis Program] revealed that about 40% of grade 6 students failed at acquiring basic skills in French and math necessary for life and for further studies, though the rate of students who reached grade 6 was only about 60%. The purpose of this longitudinal study is to find out factors influencing students achievements in rural Burkina Faso. Zondoma Province was purposively chosen as an area that had relatively high enrolment rate and low completion rate. Then, 30 schools and 967 students were chosen randomly. Questionnaires, school checklists, French and math tests were employed to collect data. French and math tests were developed based on PASEC tests and other tests used in other developing countries. The tentative results showed that there was a large difference among schools. A two level Hierarchical Linear Model will be used to clarify proportion of school variance and student variance, and school and students factors that significantly affect student achievement. The results will provide basis of discussion for quality improvement of elementary schools.
Key words: school achievements, primary school, Mathematics, French, Burkina Faso
UCL Institute of Education, University College London, UK
Elaine Unterhalter, UCL Institute of Education
Rosie Peppin Vaughan , UCL Institute of Education
The paper reports on initial attempts to develop an innovative indicator framework for gender equality in education linked with the Sustainable Development Goals (SDGs), which is to be reviewed through critical participatory discussion at local, national and international levels. The paper situates this initiative (a collaboration with colleagues in the UK, South Africa, Malawi, and selected UN organisations) within the debate about the strengths and weaknesses of metrics and indicators to convey information about complex processes of inequalities. It outlines some of the institutional resources the development of these indicators require, and poses questions regarding the opportunities metrics and indicators present for stakeholders to engage with accountability processes concerning education, equalities and rights. The harsh critique of metrics inserting forms of distancing, distortion, and deformations of democratisation are placed against the arguments of those who see the development of alternative metrics around equalities as helping take debates around social justice to new terrains and concerns. The paper reviews the strengths and limitations of the gender parity indicators in SDG4, as well as the way SDG4.7 is to be measured according to discussions in the IAEG (the Inter-Agency Expert Group on SDG Indicators).
Bath Spa University
This paper is looking at the SDG Goal 4 and one of the means of implementation – scholarship, by investigating the role of China Scholarship Council (CSC) and its contribution to the country’s international position and development strategy.
In the area of vocational and higher education, the SDG Goal 4 targets on the equality (- equal access especially gender equality) rather than the equity and quality (- the distribution of resource and the outcomes). ‘Scholarship’ as one of the three means of implementation, would be evaluated through the ‘volume of official development assistance flows for scholarships by sector and type of study’. As only count ODA countries such as Australia, France and Japan which are seen as the largest contributors, there is a blank space for us to think about the contribution of the non-ODA countries and the possibilities of a more mutual and effective model of the popularisation of higher education.
As both of an importer and exporter, China has made huge effort on its scholarship system in the last decade. The China Scholarship Council (CSC) is now playing the key role dealing with all of the scholarship application for domestic and oversea applicants as well as related international affairs and has such a unique role among Chinese government, Chinese local authorities, Chinese universities, foreign embassies and foreign universities. It provides more than six types of Chinese scholarships to foreign applicants and also provide different levels of scholarships for Chinese students and researchers to study abroad. By looking at the system, function and the service of CSC, it is hoped to find some implications to the achievement of SDG 4 and the contribution of the non-ODA countries in the knowledge transformation, particular the knowledge of non-Westernised development, within the post-2015 era.
Franziska von Blumenthal
UCL Institute of Education
This study explores the effect of social urban interventions on the neighbourhoods in the northeastern zone of Medellín and asks whether these effects can positively affect the environments of adolescents and keep them distanced from the illegal groups that continue to exert influence in the area. Educational infrastructure, transport services and upgrading projects sought to minimise the influence of criminal actors in the area and provide better opportunities to residents. Whilst homicide and violent crime rates have dropped, qualitative data measuring youth perceptions of safety, the neighbourhood and educational prospects does not exist. Adolescents participating in the study demonstrate little faith in formal authorities and institutions and express a complex relationship with illegal groups whose presence is described as a necessary evil. The interventions of Social Urbanism have done little to curb the influence of these groups and educational facilities have had limited success in supporting out of school learning, particularly after the closure of the Spain Library – an iconic feature of the social change the urban policies represented. Physical distance from the presence of illegal actors (in the case of students studying outside the neighbourhood) proved positive, with students demonstrating higher educational and life aspirations. The adolescents perceive the interventions necessary but also self-serving for the local government looking to promote and export the city’s global brand. Strict and confusing behavioural codes within facilities and a continuous deficit in quality educational services drive questions as to whom the interventions serve and fuel mistrust amongst the adolescents who feel they are perceived as guilty until proven innocent. The blind conformity to behavioural rules in public spaces and facilities is perceived as not unlike the actions of the illegal groups, leading adolescents to navigate an environment in which they are simultaneously potential victims and perceived perpetrators.
The purpose of this study was to explore the female-led grassroots educational projects run by the ‘League of Displaced Women’ in their community on the north coast of Colombia. The women were displaced during the Colombian civil war and the study’s aim was to establish how the community’s educational projects are impacting the women’s political empowerment, both within the community and in wider Colombian society. The community is situated near the tourist town of Cartagena, in a low socio-economic area, and the study focuses on how women are attempting to use education to challenge the existing socio-economic and political barriers to their political empowerment. It analyses the women’s struggle within the conceptual framework of empowerment through education. Firstly, I consider empowerment as a broad concept, before investigating the distinctive features of women’s empowerment and questions of gender. The study also locates the women’s political empowerment within the context of the Colombian civil war and the recent peace negotiations. The women’s varying motivations for wanting to either engage in, or lead, educational projects in the community are also analysed. The methodological approach is comprised of a rigorous literature review of empowerment through education, followed by nine semi-structured interviews carried out with a range of women and girls from the community. The findings indicate that there is a strong desire among the women and the youth to engage in the educational projects, and they also have a clear understanding of the purpose behind them. However, while the female-led, grassroots educational projects are increasing women’s political empowerment within their community in various ways, they are not yet enhancing the women’s control over their wider political environment. For these existing power relations to be challenged, and ultimately overcome, wider engagement between the female-led community and local, regional and national partners must be facilitated.
University of York, United Kingdom
This mixed methods study aims to understand how government policy on higher education (HE) has influenced major choice at two public Ecuadorian universities. Giddens’ (1984) Structuration Theory is used to understand how structure (HE policy) has influenced agency (student prospects and access to desired majors). This paper presents findings on two research questions to understand the extent to which the Ecuadorian government’s message about the importance of Science, Technology, Engineering and Mathematics (STEM) subjects has influenced major choice of current Ecuadorian undergraduates (RQ1), and their motivations for major choice (RQ2). 128 first-year undergraduates (Arts and STEM university) completed an online survey on their motivations for major choice, and further exploration was done by interviewing 43 survey respondents. Data were analysed using SPSS and NVivo software. The survey results suggest that government policy was not the main influence of subject selection since the majority of respondents mentioned that government message had no influence in major choice. Nevertheless, from those who mentioned an influence, STEM students were almost twice as likely to report that government messages had influenced their decision. This may suggest that government assertions on the importance of STEM to the production matrix of Ecuador have yielded some influence on current students. Regarding main motivations, there is some consensus across subject areas and institutions. Relatives, friends and teachers were the main sources of influence. Lecturers’ academic profile and major uniqueness were mentioned by more STEM participants, while free-of-charge education was mentioned by more Arts respondents. Implications for HE policy makers will be discussed;with consideration of how a change in the paradigm that guides HE, from economic value to wellbeing creation, causes a change in the agency of HE prospects to pursue their wished majors.
Keywords: Buen Vivir, career decision-making, higher education, government message, change of the production matrix, STEM, mixed methods.
Intersectional inequalities and social exclusion
PhD Student, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Amalia A. Ifanti, Professor of Educational Planning and Policy, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
Financial crisis and austerity measures in Greece impact on students’ health and attitudes. Additionally, during their studies, students may live far from their families and they may go through difficult problems. The university’s role is to promote health and create a sustainable and healthy learning and living environment for their students. This goal will be achieved through the policies for health promotion, which are developed in universities. Factors such as anxiety and lifestyle, economic problems and academic obligations may hinder students from adopting universities’ health promotion policies. However, each student has his/her own personality and social background, which affects the way he/she adopts these policies. Students’ age, gender, socioeconomic status, social capital are some of the factors which may influence them.
The purpose of this review paper is to explore the effects of economic crisis on students’ health and wellbeing. In particular, we aim to explore the available data about the impact the financial crises has on students’ health and wellbeing and to present the Greek universities’ health promotion policies in order to promote their students’ health and wellbeing.
Summing up, it is widely known that Greece is affected more than any other country in Europe by the financial crisis. Job insecurity, income decrease and poverty are among the most common consequences of crisis in the students’ life. The raise of unemployment in Greece is a problem that creates insecurity in students’ life. This situation creates anxiety and unhappiness for students and affects their health and wellbeing. Therefore, it is necessary that universities foster health promotion policies in order to improve their students’ quality of life and wellbeing.
Gabriella de Camargo Hizume
University of São Paulo, Brazil
Afrânio Mendes Catani, Univeristy of São Paulo
MERCOSUR is a South American regional organization created in 1991, originally formed by Argentina, Brazil, Paraguay and Uruguay. In spite of its economic features, education was a concern since the first regional initiatives and the Educational Sector was formed in its first year. The circulation of academic staff and degree holder professionals was considered a priority theme in the Educational Sector due to conceptions related to some main ideas, for instance: higher education as a human right, the social and economic development related to higher levels of education, the globalization process and the consequent internationalization of higher education. To promote this, a Working Group integrated by specialists from the participating countries understood that the first step would be the equivalence between the diplomas and the creation of a regional accreditation system for quality assurance. In 2002, after some adjustments, the final version of an experimental system, titled “Experimental Mechanism for Accreditation of Undergraduate Courses for the Recognition of Diplomas in MERCOSUR, Bolivia and Chile (MEXA)”, was presented for three careers: agronomy, engineering and medicine. The MEXA was based on a self-evaluation, a peer evaluation, and an accreditation dictate. To implement the MEXA, each participating state indicated a National Accreditation Agency that established the National Accreditation Agencies Network, linked to the Educational Sector of MERCOSUR, to coordinate the process. It was applied from 2003 to 2006 and considered as a regional public policy to be taken as a priority to higher education. In 2008, a permanent system was set up, the Regional Accreditation System for undergraduate courses of MERCOSUR, a foundation for other programs like the Regional Mobility Program for accredited undergraduate courses and a mechanism for undergraduate diploma recognition. Nowadays, the ARCU-SUR System is applied to ten careers in nine countries, although it isn´t consolidated as of yet.
University of York, United Kingdom
University or Apprenticeship? Motivations for choice of pathway in qualifying as a Solicitor in England & Wales
The study explores the stratification of opportunities to qualify into the Solicitors’ profession in England and Wales, looking at the graduate route and the new Solicitor Apprenticeship route into Law, and how these are understood, experienced and negotiated by those from different backgrounds. The research is particularly interested in the experience of those from widening participation backgrounds (those typically underrepresented in the legal profession).
The research aims to challenge the notion that widening of the bottleneck to qualification as a solicitor through the introduction of the degree apprenticeship route is closing the gap in access to the profession for those from underrepresented backgrounds.
An inductive approach has been adopted using thematic coding to analyse the motivations, experiences and perspectives of those seeking qualify as Solicitors. The study draws on the sociology of education and of the professions to inform the discussion.
This is an interesting and timely study as there are significant changes underway in the Solicitors’ profession with the Solicitors’ Qualifying Examination (SQE) due to replace the usual university pathway from 2020 – will this level the playing field on access or increase the role of choice of degree institution?
So far, preliminary findings based on 13 interviews suggest that the choice of pathway may be influenced by individuals’ attitude towards risk with some viewing the apprenticeship as a guaranteed route to full qualification and therefore less risky, others held different views.
This is an under researched topic given that the Solicitor Apprenticeship was only introduced two years ago. As such, this research provides a unique insight into the perspectives of those seeking to qualify as solicitors in this new education and training regime, accessing their motivations for choosing the route followed and their experiences of it. A stratified sampling frame provides for useful comparisons to be drawn (Miles & Huberman, 1994, cited by Creswell & Poth, 2018).
PhD student in the Department of Education, York University, UK
Education plays a vital role in creating active global citizens. Higher education institutions are important sphere where students can be encouraged to take an active role in their global community and transform the actual reality. This can merely be attained through the implementation of participatory methods in English as a Foreign Language classrooms namely critical pedagogy. However, some English as a Foreign Language Classrooms are dominated by the use of the banking model of education which may result in creating passive conformist citizens who are less likely to engage in overcoming the existing global issues and attaining a more just and sustainable world. Accordingly, this research is being conducted primarily to explore how students in English as a Foreign Language Higher Education Institutions in the Algerian context are prepared for active global citizenship and to examine whether critical pedagogy is used by teachers to raise their students’ critical consciousness and support them to challenge the status quo. This research is also an attempt to investigate teachers’ and students’ attitudes towards the importance of employing critical pedagogy for global citizenship in English as a Foreign Language Classrooms. Besides, this research is undertaken to identify the challenges encountered by teachers when trying to incorporate this educational approach in the teaching and learning process. To achieve these aims, a mixed-methods approach will be adopted through classroom observation, administering a questionnaire to students and conducting a semi-structured interview with teachers. The results of this study will mainly be addressed to the ministry of Higher education in Algeria to integrate global citizenship education in the curriculum.
Hiroshima University, Japan
Bright K. Dey
Motivation for Learning is believed to have direct impacts on the Global inequalities in knowledge production and exchange. This makes motivation a critical element in promoting learning. However, there are still many teachers who prefer to use some forms of motivation techniques which may cause students or learners to be unmotivated. Such situations or conditions lead to the learners’ reluctance to have a habit of learning and expressing themselves whether in or out of the classroom. In addition, the teaching technique also affects the learners’ motivation when it is not interesting enough or when it is less interactive.
Many studies assert that verbal and tangible rewards used by teachers might decrease intrinsic motivation, while others claim that the use of rewards can have positive effects if used appropriately (Brophy 2010). Other studies also hold the belief that the level of the teachers’ own motivation determines their choice and appropriate use of “tangible rewards” for motivating students (Hoffman 2008).
This research compared “the use of tangible rewards for motivating students” in the two countries;thus, Japan and Ghana. The research was conducted through interview consisting of specific content.
The sampling by interview and questioners for Elementary school teachers.
In analyzing the results, it was found that Education in Japan is high quality and the national GDP is also high, but the student performance averages (Motivation of learning) are low. On the other hand, Ghana’s GDP is lower than Japan, but Motivation to learn is high. This means that there may be possibly different reasons for inequalities in knowledge and drop-out in the contexts of the two countries.
It was also found that encouraging learning through or with rewards is a basic teaching tactic (learning habits). The technique was quite effective in some schools to enhance students’ motivation to learn although many students must still practice to study by themselves, especially when teachers limit the reward tool to “praise” only. Part of the tangible rewards must associate with the benefits of having an education. While students get a sense of accomplishment from rewards, some teachers have difficulty using rewards to motivate Grade 3 and Grade 4 students. Therefore, another study should be conducted using other techniques or the same technique should be applied in different classes to get and observe results.
Keywords: motivation, tangible rewards, Experience, GDP, Drop-out, learning
Aliya Kuzhabekova, Aizhan Temerbayeva and Jason Sparks
Over the last three decades well over half a trillion dollars has been disbursed as aid to education through bilateral and multilateral agencies. New global campaigns seek to massively elevate levels of aid to education and quadruple its volume and transform education systems that have so far proved resistant to change. National investment has combined with external assistance to help some low income countries transform their education systems. In other countries progress has been disappointing raising the question as to whether more aid of the same kind will make a difference in future. Comparative educationists have an opportunity to give voice to their different experiences with development aid to identify those approaches that are more effective at accelerating sustainable educational development and which are likely to reduce long term aid dependence in the future.
Keith Holmes, Mari Yasunaga, and Paz Portales
This round table discussion uses a human rights perspective to explore collectively how higher education could be reimagined to address the rights, needs and interests of Indigenous Peoples, in the context of the 2030 Agenda for Sustainable Development.
From a human rights perspective, education and indigenous peoples have been considered in two different and complementary aspects. On one hand, indigenous peoples are holders of the right to education as individuals and as a collective. As such, their cultural, spiritual, linguistic and traditional knowledge can be sustained through the means of an inclusive and participatory education. On the other hand, indigenous knowledge, skills and competences represent substantial pieces of human wisdom and heritage, which implies that Indigenous People should be key actors in the development of inclusive higher education policies, systems, institutions, programmes and practices.
Participants will have the opportunity to contribute to a new UNESCO initiative which aims to contribute to improving the access of Indigenous Peoples to inclusive and equitable quality and relevant higher education, recognizing that ‘Indigenous Peoples’ and ‘Higher Education’ are new elements featuring in global education agenda, SDG4-Education 2030. This initiative will compile and produce up-to-date information and knowledge from a comparative and international perspective and establish a network on Indigenous Peoples and Higher Education to act as a sounding board and a laboratory of ideas.
Lizzi O. Milligan
Esther McMahon and Lizzi O. Milligan (University of Bath) will first present the findings from a survey with BAICE members about ethics in international and comparative education and put forward the key ethical principles that have emerged from this study. Lucy Atkinson (University of York) Qing Gu (University of Nottingham/BAICE) and ArathiSriprakash (University of Cambridge) will reflect on these principles related to their own research. The roundtable will then open up to a wider discussion of the ethical principles and the implications for BAICE. The roundtable will be chaired by Lizzi O. Milligan.
Emily F. Henderson
University of Warwick, UK
The mobility of academics has tended to be romanticized as a universal good in policy discourses, as well as certain areas of academic literature. Mobility is seen as contributing to economic growth, and constitutes a key dimension in the global internationalization agenda. For early career academics, including doctoral researchers, mobility is constructed as catalyst for career progression, a means of creating leading researchers for the future. Academic mobility can include short-term and temporary mobility, longer term mobility for qualification or employment purposes, and long-term mobility trajectories that encompass multiple destinations. For some, different types of mobility overlap, such as an international student participating in a study abroad scheme. Academic mobility constitutes an important area of interest for comparative and international education researchers, as mobile subjects destabilise and yet inhabit national borders;each of the studies included in this panel symposium addresses a range of international contexts. Investment in mobility occurs at individual, institutional and national levels, as academics, higher education institutions and governments alike tap respond to what is becoming known as the ‘mobility imperative’. However academic mobility as an imperative is also ripe for critique, in relation to issues of fairness, equality of access, and inclusion. Relatively little attention has thus far been paid to the lived experiences of mobile academics, and the impact of mobility on their professional and personal lives. This panel symposium, which is organized by the University of Warwick’s AMIN – Academic Mobilities and Immobilities Network, presents a set of papers on different aspects of academic mobility, but which share two core features. Firstly, each of the papers focuses on the lived experiences of mobile academics. Secondly, the papers share a critical approach to academic mobilities research, where mobility is questioned as a universal good, and equity issues surrounding the mobility imperative are called into question.
A PhD in motion: a critical academic mobilities approach to researching short-term mobility schemes for doctoral students
Presenter name: Emily F. Henderson
Affiliation and city: University of Warwick, Coventry
This paper explores two doctoral mobility schemes funded by the UK Economic and Social Research Council (ESRC) as opportunities available to ESRC-funded PhD students: Overseas Institutional Visits and the PhD Partnering Scheme. The paper explores these schemes as forms of short-term academic mobility. Short-term mobility (days or weeks rather than months or years) has been neglected in the academic mobilities literature, which tends to focus on longer stays. The paper outlines a critical academic mobilities approach, which calls into question the construction of mobility as a universal good, constructs mobile subjects as both fluid, dynamic and shifting, and structurally determined, and which includes mobility processes as well as outcomes in the research approach. The two mobility schemes, which involved institutional visits to Paris, France and Bloemfontein, South Africa, are then explored as case studies for this approach to mobilities research.
Problematising (im)mobilities: lived experiences of PhD graduates and structural considerations
Presenter name: Charikleia Tzanakou
Affiliation and city: University of Warwick, Coventry
Higher education and research is considered key to economic growth, innovation and international competitiveness. The growing population of PhD graduates (Auriol et al., 2013) has led to an increasing global flow of highly skilled individuals. Based on a mixed methods study of early career paths of Greek scientists and engineers, it is demonstrated that academic mobility might not be as advantageous as expected disrupting the discourse which romanticises mobility as a positive force (Robertson, 2010). This paper contributes to relatively underexplored topic on investigating (im)mobility experiences of PhD graduates in Greek and UK universities. Through the lived experiences, structural issues become apparent (European funding and academic inbreeding) and their relationship with academic (im)mobilities) is problematized.
Ticking the ‘Other’ Box: Positional identities of East Asian academics in UK universities, internationalisation and diversification
Presenter name: Terri Kim
Affiliation and city: University of East London, London
This paper 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’. This discourse does not provide an adequate, comparative perspective of power relations among whites and ethnic minorities. Against the background, the paper compares and contrasts the experiences of two groups of East Asian academics working in UK universities. The first group is foreign-born but has strong British identities following their English elite education since childhood. The other group came to the UK for postgraduate studies and /or have chosen to work in Britain. The paper changes the picture of a static, white-dominated perspective of BME-CRT by offering a dynamic, fluid discourse involving East Asian academics’ positional identities and their broader comparative implications beyond the UK.
The working lives of foreign-born scholars in British academia: a note on inclusion
Presenter name: Toma Pustelnikovaite
Affiliation and city: Abertay University, Dundee
Globalisation and the expanding higher education sector in the UK have contributed to the growth in the number of foreign-born academics working in British academia, and led to an increased interest in academic migration. The present paper contributes to this body of scholarship by offering a contextual approach to international careers whilst the existing theorising of migrant scholars tends to view careers as a property of individuals. The proposed perspective invites to look beyond academics’ job transitions, and instead asks to consider the degree of migrant scholars’ inclusion in the profession abroad. Findings from sixty-two semi-structured interviews with foreign academics in British academia investigate their working lives as well as the dynamics of intra- and inter-professional relationships, showing the conditions of migrant scholars’ acceptance abroad.