Reconceptualising academic development as community development: lessons from working with Syrian academics in exile

Abstract

This paper focuses on academic development for Syrian academics in exile. Academic development first emerged in resource-rich, global North environments including the UK, the USA, Australia, and Scandinavia nearly 50 years ago as reported by Gosling (International Journal for Academic Development, 14(1):5-18, 2009), and the majority of research studies in this field focus on activities in global North, resource-rich, institutional settings. Yet academics in resource-poor, [post-] conflict and post-colonial contexts face different challenges and circumstances, and have different academic development needs. This paper extends the conceptual and contextual scope of this field by investigating the experiences and academic development needs of Syrian academics in exile, and interrogating the concept of academic development within that context. It establishes the background context of Syrian academia in exile, before summarising the nature and aims of the Council for At Risk Academics (Cara) Syria Programme. It then outlines the study's methodology, before presenting the findings of a thematic analysis of a multi-level data set. It then interrogates the concept and normative terrain of academic development in light of these findings, and proposes a model for academic community development to support academic communities in exile, and marginalised academic communities more widely.

The role of talent intermediaries in accessing and developing refugee talent pools

“…One Fellow said: "Mosul was occupied by ISIS and my family was forced to flee" (Cara, 2020b, p. 21). Wars can lead to HE sectors being decimated in physical and human terms (Parkinson et al, 2020). This view was demonstrated by another Cara Fellow: "The conflict in Syria caused major devastation.…”

“…One Syrian Cara Fellow, unable to obtain academic work during the unrest, volunteered for a charity in Syria, and worked for an NGO after fleeing to a neighbouring country. In line with Parkinson et al (2020), there are few or no opportunities to work within the same discipline, so individuals may work "in areas peripheral to their expertise" (Cara, 2020b, p. 190). Taking steps away from academia can be detrimental to successfully obtaining academic positions in the future as some employers fail to consider the context impacting individuals work history and overlook the valuable experience and transferable skills developed during displacement.…”

“…It is difficult staying up to date with research due to the devasting effects of war (Parkinson et al, 2020). This has substantial implications for the employment and professional development of academics at risk.…”

“…This has substantial implications for the employment and professional development of academics at risk. For individuals considering attending conferences and training as a way of getting back into academia; immigration status can be a barrier to travel, and personal circumstances remain precarious and unstable (Parkinson et al, 2020). Cara's regional work, via the Syrian Programme, addresses some of these issues by supporting the development of academics in exile as a pool of talent (for detail see, Parkinson et al, 2018).…”

“…It has three strands aimed at capacity building and the professional development of academics in exile. Following consultations with Syrian academics, they include; English for Academic Purposes, Research Incubation and Academic Skills Development (Parkinson et al, 2020). Scholars demonstrate the importance of (re)training due to refugees' absence from the labour market and lack of specific knowledge regarding the new workplace (Bloch, 2008).…”