Academic mobility and the experiences of foreign staff at South African higher education institutions

Abstract

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,

Expatriate academics’ adjustment experience at a higher education institution in South Africa

“…Being regarded as a threat to indigenous values and security and having to share limited resources, aggravate the situation and amount to xenophobia and racism (Sehoole et al 2019).…”

“…Pull factors attract academics whereas push factors make them leave their current institutions. Pull factors include financial benefits, better career opportunities, religious reasons, and economic and political stability (Schartner et al 2022:2;Sehoole et al 2019). Push factors entail poor working conditions, a lack of academic support or opportunities, and political violence and economic instability (Schartner et al 2022:2;Sehoole et al 2019).…”

“…Pull factors include financial benefits, better career opportunities, religious reasons, and economic and political stability (Schartner et al 2022:2;Sehoole et al 2019). Push factors entail poor working conditions, a lack of academic support or opportunities, and political violence and economic instability (Schartner et al 2022:2;Sehoole et al 2019). But academics face a wide range of challenges when they try to adapt in a foreign country, such as losing their own cultural identity (Alemu 2020:88).…”

Learning for a better future: Perspectives on higher education, cities, business and civil society

“…The internationalisation of higher education adds an international component to complement local content and provides some form of recognition for participation in the process to improve the quality of education, scholarship and international citizenship and to provide better life opportunities (Sehoole et al 2019;Tahira & Khan 2015). In particular, the internationalisation of higher education confers both legitimacy and distinction on individuals and HEIs alike (Buckner 2019).…”

Reflections on the conceptualisation and practices of community engagement as a core function of universities

“…If rural universities were to insist on employing academic and professional staff from their areas only, most of them would battle to fill many critical academic and professional support posts because of relatively small pools of candidates with suitable qualifications and/or experience. It is because of this reality that most rural universities have sought to fill critical academic and professional staff positions with expatriates, mostly from other African countries (Sehoole et al 2019). It is the same with procurement of supplies.…”