This article analyses patterns of international academic mobility and the experiences of foreign staff at South African higher education institutions. Using the "pull and push factors" as a conceptual framework, it argues that the patterns of international academic staff mobility follow the pattern of international cross-border migrants. These are driven mainly by the pull factors which include quest for better opportunities in life including education. This study used both quantitative and qualitative methods to uncover the motivations and experiences of foreign academics in South Africa. The article uses three sources of data namely documentary analysis, statistical data from the Department of Education's Higher Education Management Information System (HEMIS), and data from questionnaires that were distributed to foreign academic staff at the three South African universities; namely,

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Since the outbreak of the COVID-19 pandemic in March 2020, university students experienced difficulties with their education. Research shows that the constraints were mostly felt by international post-graduate students. Possibly, their small social networks, constrained employment options, and travel restrictions worldwide could have played a part. This chapter does a literature review on the lived-experiences of international post-graduate students studying in foreign universities, especially in a South African university. Questions guiding the review were: 1. What inferences are made from literature on experiences of international post-graduate students studying in South African universities? 2. What suggestions are made by literature to alleviate their difficulties? The chapter demonstrates the discriminatory tendencies of government programs and how higher education institutions were required to abruptly close residences. The closure escalated the adversity of most international students. Further, the chapter partakes in the discourse analyses of the plight of international students and hopes to influence future direction of international education policy during crises times. The chapter concludes that in internationalisation issues, a more conscious decision of the interests and needs of international post-graduate students should be seriously considered to be socially acceptable, justifiable and fair.

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