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This paper argues that the study of work‐life balance to date has, in the main, adopted a restricted conception of both “work” and “life”, which does not take account of recent developments in life worlds, working arrangements and employment relationships. “Life” has hitherto been viewed as largely comprising caring activities for dependent children, whereas “work” has been premised largely on a traditional model of work, characterised by full‐time, permanent employment with one employer and a conventional understanding of what work involves. This means that extant research and theory only provides a partial view of the work‐life needs and experiences of the workforce. In the paper, we propose extending conceptions of both work and life to incorporate different life worlds and social groups and different working arrangements and employment relationships.

Globalisation has led to increasing international mobility amongst business and education professionals. Whilst expatriate management literature focuses on expatriate assignment of corporate executives, expatriate academics remain an under researched group. Higher education literature has focused on internationalisation of education systems, notably the growth in international strategic alliances between universities, and mobility amongst students. Therefore compared with what is known about the student body, very little is known about the experiences of internationally mobile academics. Drawing on a qualitative study of academics, this paper evaluates the use of metaphor for understanding the “motivation to go” overseas and the “experience” of expatriation. It evaluates four metaphors which have emerged from the study for expatriating and four others for the experience of expatriation. Finally it suggests that the voluntary, self‐selecting expatriate should be much more extensively researched.

PurposeThis paper aims to examine the “darker side” of what it means to engage in an international academic career. Extending beyond well‐documented themes relating to the difficulties of cross‐cultural adjustment and unfulfilled expectations/opportunities for promotion, this paper seeks to introduce “transience and risk” as two important dimensions of this very specific career choice. The paper draws especially on the contemporary “new” careers literature, including conceptions of career exploration as a framework to understand the research findings.Design/methodology/approachThe paper employs a qualitative methodology, drawing on semi‐structured interviews conducted in situ with 30 expatriate academics in four different countries.FindingsTransience and risk were identified as two important dimensions of the “darker side” of pursuing an international academic career. However, these two dimensions also had further positive aspects, thus signalling the complex and often contradictory nature of this specific career form.Research limitations/implicationsIntroduces a more cautionary note to the contemporary literature on international careers and career exploration more generally.Practical implicationsCareers that evolve across international boundaries require support that extends beyond cross‐cultural training.Originality/valueThe paper contends that in as much as an international academic career offers a broad range of opportunities for fulfilment it also presents significant challenges that should be acknowledged.