knowledge migration and academic mobility dr. liudmila kirpitchenko monash university
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KNOWLEDGE MIGRATION AND
ACADEMIC MOBILITY
Dr. Liudmila Kirpitchenko
Monash University
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Ski l l Migrat ion From the mid-1990s. emphasis on highly skilled migration
Skilled migrants now comprise the single largest group of permanent migrants
Over two skilled visas are granted for every family visa granted
Permanent Non-Humanitarian Visa Grants(a): 1995-96 to 2007-08
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Skill Selection
• Highly skilled selection immigration programs in Australia, Canada, New Zealand, others
• General Skilled Migration Points Test: • Age • English language ability • Qualifications • Work experience • Nominations or sponsorships • Nominated skilled occupation
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Economic Demands Over 60 Skilled Visa Subclasses:
Skilled Independent
Skilled Australian Sponsored/ State and Territory Sponsored
Employer Sponsored
Business Skills and
Distinguished Talents
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Critical Skills
• The Migration Occupations in Demand List (>100):
• Managers and Administrators (2) • Professionals (53) • Associate Professionals (2) • Trade Persons (49)
• Critical Skills List of Professional Occupations (>40):
• Engineers • Emergency Medical Specialist • Pharmacists • Pathologist • Registered Nurses • Surveyors
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Knowledge Migrat ion
• Diverse Mobilities: • hyper-mobility • circular migration • return migration • shuttle migration, etc.
• Potential for knowledge exchange and creation of new cultural knowledge
• Interactions of different ethnic identities, cultural patterns and academic traditions
• Role of culture in social interactions and cultural integration
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Academic Mobility
• Education and training are essential to the development of today's knowledge society and economy
• International Academic Mobility of students and academic staff for professional career purposes
• The Lifelong Learning Programmes: Comenius for schools Erasmus for higher education Leonardo da Vinci for vocational
education and training Grundtvig for adult education
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Erasmus EuRopean Community Action Scheme for the Mobility of University Students
•Started in 1987 - 25th anniversary in 2012
•Each year, more than 230 000 students study abroad
•Total 3 million students
•Over 4 000 higher education institutions in 33 countries
http://ec.europa.eu/education/lifelong-learning-programme/erasmus_en.htm
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Erasmus and the World
• Erasmus Mundus Scholarships and academic co-operation between
Europe and the rest of the world
• Tempus • Modernizing higher education in EU neighbors
• Established in 1990, now covers 27 countries
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Erasmus Students
Academi
c Year2000/
01
2001/
02
2002/
03
2003/
04
2004/
05
2005/
06
2006/
07
2007/
08
2008/
09
2009/
10
Number of Students
13253
13950
15225
16829
16440
16389
17195
18364
19376
21139
Outgoing Erasmus Students from Italy: 2000/01 - 2009/10
Outgoing Erasmus Students from the Top Four Sending European countries: 2009/10
Country SPAIN FRANCE GERMANY ITALY
Number of Students
30809 30185 30046 21139
Source: EC, 2011a
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Erasmus in Australia
Erasmus Mundus Scholars by Gender from AUSTRALIA: 2004/05 to 2009/10
MALE
EMALE
TOTAL
2004/05
2005/06
2006/07 2007/08 2008/09 2009/2010
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
65 21 86 9 9 7 1 8 9 2 11 20 5 25 20 13 33
Source: EC, 2011b.
In Australia, since 2004, over 90 Australian students were awarded scholarships
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Research on Academic Mobility• Research on academic mobility is in its nascent state worldwide
• Inaugural conference in Finland in 2006
• Differences in academic expectations among non-local students and staff
• Differences in modes of academic writing
• Critical reading
• Academic interpersonal relations
• Educational prerequisites for success in academic intercultural dialogue
• Best practices of intercultural dialogue in academia internationally
• “Mobility without education is nothing but ruin to the soul”
• Second academic mobility conference in Estonia in 2009
• Third international conference on academic mobility and migration in KL in 2012
• Mobility and migration often go hand in hand
• Extended the reach to the Asian Pacific region as recognition of its active participation in the global academic mobility
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Academic MigrantsCompared to other migration categories:
Younger Higher levels of educationMore years of professional experienceGood English language proficiencyGreater propensity for global mobilityMore diversified options for migrationNew tendency of liquid mobilitiesDeveloped integration skillsGlobal outlooks Cosmopolitan dispositions
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Cosmopolitanism –Defining Features
• Globality: openness to the world, awareness of a global sphere of responsibility, and globally shared collective futures
• Plurality: acknowledgement of the otherness of others and commitment to “stimulate the self-reflexivity of divergent entangled cosmopolitan modernities”
• Civility: commitment to dialogue and non-violence (Beck, 2002: 35-36)
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Cosmopolitan Vision
• Cosmopolitanism - “orientation, a willingness to engage with the
other . . . intellectual and aesthetic openness toward divergent cultural experiences, a search for contrasts rather than uniformity” (Hannerz, 1996: 104)
“includes Kantian universalism, cross-cultural competence, and either a willingness to tolerate or engage with otherness” (Calcutt et al., 2009: 172)
“cosmopolitans espouse a broadly defined disposition of ‘openness’ toward others, people, things and experiences whose origin is non-local” (Skrbis & Woodward , 2007: 730)
• Cultural Openness - “the search for, and delight in, the contrasts between
societies rather than a longing for superiority or for uniformity” (Urry, 2000: 7)
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Everyday Cosmopolitan Values and Dispositions:
•Cultural awareness • Cognitive style of communication • Intercultural competencies • Cultural intelligence • Intercultural openness • Cultural acceptance • Willingness to engage• Limited power distance• Interpersonal engagement
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Conclusion
Academic Migrants as Important Agents of:
•Knowledge Mobilization•Knowledge Exchange•Knowledge Translation •Knowledge Transfer •Knowledge Creation
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ReferencesBeck, U. (2002) The cosmopolitan society and its enemies’ Theory,
culture & society. 19(1-2): 17-44.
Calcutt, L., Woodward, I. & Skrbis, Z. (2009). Conceptualizing otherness: An exploration of the cosmopolitan schema. Journal of Sociology, 45 (2), 169-186.
European Commission (2011a) Lifelong Learning Programme THE ERASMUS PROGRAMME 2009/2010: A Statistical Overview. December 2011 at http://ec.europa.eu/education/erasmus/doc/stat/0910/report.pdf
European Commission (2011b) Statistics by country - Erasmus Mundus scholars selected each academic year, 2004-05 to 2009-10. At http://eacea.ec.europa.eu/erasmus_mundus/results_compendia/statistics_en.php
Hannerz, U. (1996). Transnational connections: culture, people, places. New York: Routledge.
Skrbis, Z. & Woodward, I. (2007). The ambivalence of ordinary cosmopolitanism: investigating the limits of cosmopolitan openness. Sociological review, 55 (4), 730-747.
Urry, J. (2000). Sociology beyond societies: Mobilities for the twenty-first century. London: Routledge.