International labour migration and tacit knowledge transactions: a multi‐level perspective

Williams, Allan M.

doi:10.1111/j.1471-0374.2006.00155.x

Cited by 109 publications

(91 citation statements)

References 71 publications

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“…Skills difficult to map to the host country system are often lumped under an ''other'' unspecified category. The recognition of knowledge, moreover, is highly racialised and gendered; particular occupations and countries are favoured in most immigration regimes (Williams 2007;Guo and Shan 2013;Le Grand and Szulkin 2002). Under these lenses, validation is seen as a technocratic exercise and a governing tool which presents a barrier to inclusion -it is based on ''excluding, normalizing and dividing practices'' (Andersson and Guo 2009).…”

Section: Validation In Europe: Inclusion and Exclusionmentioning

confidence: 99%

“…But validation also can be used as a tool for exclusion: the artificial ''construction'' of differences in competences between home and host country, over and above the above-mentioned ''break in journey'' or discontinuity, can be employed as a mechanism to protect host-country national workers against competition from immigrants (Williams 2007). The use of limits in the validation of immigrants' knowledge, skills and competences may provide a more palatable medium for discrimination than other types of labour market discrimination.…”

Section: Explaining the ''Low Road''mentioning

confidence: 99%

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Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

Souto-Otero

Villalba-García

2015

Int Rev Educ

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This article explores (1) the degree to which immigrants can be considered dominant groups in the area of validation of non-formal and informal learning and are subject to specific validation measures in 33 European countries; (2) whether country clusters can be identified within Europe with regard to the dominance of immigrants in the area of validation; and (3) whether validation systems are likely to lead to the inclusion of immigrants or foster a process of ''devaluation'' of their skills and competences in their host countries. Based on the European Inventory on validation of non-formal and informal learning project (chiefly its 2014 update) as well as a review of 124 EU-funded (Lifelong Learning Programme and European Social Fund) validation projects, the authors present the following findings: (1) in the majority of European countries, immigrants are not a dominant group in the area of validation. (2) In terms of country clusters, Central European and Nordic countries tend to consider immigrants a dominant target group for validation to a greater extent than Southern and Eastern European countries. (3) Finally, few initiatives aim to ensure that immigrants' skills and competences are not devalued in their host country, and those initiatives which are in place benefit particularly those defined as ''highly skilled'' individuals, on the basis of their productive potential. There is, thus, a ''low road'' and a ''high road'' to validation, leading to a process of polarisation in the recognition of the skills and competences of immigrants. Resumen Migración y validación del aprendizaje no formal e informal en Europa: >inclusión, exclusión o polarización en el reconocimiento de competencias y habilidades? -El artículo explora (1) hasta qué punto los inmigrantes pueden ser considerados un grupo dominante en el área de la validación del aprendizaje no formal e informal y disponen de medidas específicas para la validación de sus competencias en 33 países europeos; (2) si es posible identificar grupos de países dentro de Europa que compartan enfoques comunes en relación a la priorización de los inmigrantes en el área de validación; y (3) si los sistemas de validación contribuyen al proceso de inclusión de los inmigrantes o, por el contrario, a un proceso de ''devaluación'' de sus habilidades y competencias en sus países de acogida. Utilizando información del Inventario Europeo sobre la validación del aprendizaje no formal e informal (principalmente de su edición de 2014), así como una revisión de 124 proyectos en el área de validación financiados por la Unión Europea (por medio de su Programa para el Aprendizaje a lo Largo de la Vida y el Fondo Social Europeo), los autores presentan los siguientes resultados: (1) en la mayor parte de los países Europeos los inmigrantes no son un grupo dominante en las iniciativas sobre validación; (2) en términos de grupos de países, los países del Centro y Norte 586 M. Souto-Otero, E. Villalba-Garcia 123de Europa tienden a considerar a los inmigrantes un grupo dominante e...

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Section: Validation In Europe: Inclusion and Exclusionmentioning

confidence: 99%

Section: Explaining the ''Low Road''mentioning

confidence: 99%

Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

Souto-Otero

Villalba-García

2015

Int Rev Educ

View full text Add to dashboard Cite

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“…This can lead to 'brain waste' when migrants work in jobs which require lower levels of skills than they have acquired through their former university and/or job training (Mahroum, 2000). In addition, skilled migrants who have obtained their education and training in their home country as opposed to their host country often find themselves at a strategic disadvantage (Groutsis, 2006;Williams, 2007). This is particularly likely to occur when work practices and social norms are markedly different in both countries, causing migrants to participate in migrant networks rather than indigenous networks which creates an 'us' and 'them' division in work and everyday life (Groutsis, 2009;Harvey, 2008b).…”

Section: Integrationmentioning

confidence: 99%

Skilled migrants in the Middle East: definitions, mobility and integration

Harvey

Groutsis

2012

IJBG

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This paper focuses on skilled migrants moving to and integrating in the Middle East. We provide a series of factors to help conceptualise this heterogeneous group. The paper looks at various types of skilled migration, mobility and integration as well as the challenges that individual migrants have faced. We argue that when thinking about migration and integration, it is important to appreciate multiple scales of analysis. We also highlight that although skilled migrants have confronted a number of migration and integration barriers, many have also experienced additional challenges on the basis of their identity.

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“…However, Williams (2007) argues that it is less a migrant's language ability and more the location of where someone obtained his or her qualification that determines whether organisations deem their training as legitimate. Skin colour, gender and class have also determined labour market experiences.…”

Section: Skilled Migrants Working Abroadmentioning

confidence: 99%

Labour market experiences of skilled British migrants in Vancouver

Harvey

2012

Employee Relations

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Purpose: The aim of the paper is to explore the labour market experiences of highly skilled migrants from developed countries who are not linguistic or visible minorities in the host country. Design/methodology/approach: The results of the paper derive from interviews with 64 highly skilled British migrants in Vancouver. Participants were asked open-and closed-ended questions and the data from the interviews were coded and analysed manually. Findings: British migrants were divided with their labour market outcomes. Some cited positive experiences such as better responsibility, treatment and salary, while others cited negative experiences such as having to re-accredit, unduly proving themselves to their employers and not having their international experience recognised. Research limitations/implications:The results are particular to a single case study, hence they cannot be generalised or taken to represent the experiences of all British skilled migrants in Vancouver. Practical implications: Governments and organisations should ensure that they fulfil any promises they made to highly skilled migrants before the migration process and manage their expectations. Otherwise they face problems with brain waste and migrant retention in the short term and attracting foreign talent in the long term. They should also consider taking a more flexible approach to recognising foreign qualifications, skills and international experience. Originality/value: The paper adds to our understanding of migrant groups from countries who share similar social and cultural characteristics to the host population. The paper shows that labour market integration challenges are not exclusive to low skilled visible minority migrants, but also to highly skilled migrants who speak the same first language and have the same skin colour as the majority of the host population.

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International labour migration and tacit knowledge transactions: a multi‐level perspective

Cited by 109 publications

References 71 publications

Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

Skilled migrants in the Middle East: definitions, mobility and integration

Labour market experiences of skilled British migrants in Vancouver

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