Rethinking Diaspora and Internationalization Together

This study explores the diasporic engagements of international academics, with a specific focus on UK-based Turkish academics, and their role in reinforcing the internationalization of higher education. Employing a transnationalism perspective (Faist, 2000), the study examines how these academics cultivate a sense of belonging to both their home country and the UK, acting as carriers of their own identity while simultaneously establishing and maintaining transnational connections. Conducted as exploratory research, the study adopts a qualitative research design grounded in social constructivism. Data collection involves fifty semi-structured, in-depth interviews with a diverse group of UK-based Turkish academic staff, varying in gender, institutional affiliation, and academic position. The research adheres to ethical guidelines set by BERA and UCL, ensuring participant anonymity. Thematic analysis, facilitated by NVivo software, is employed on transcriptions of audio recordings. The findings indicate that diasporic engagements of UK-based Turkish academics encompass mentorship for junior scholars and students from Turkey, collaborative efforts such as co-authorship and joint grant applications with Turkish researchers and serving as hosts for visiting fellows from Turkey. Specifically, the study reveals that Turkish academics play a crucial role in imparting essential knowledge about academia to their fellow nationals. This includes mentoring on PhD proposals, providing feedback on junior researchers' papers, and offering tacit knowledge about navigating the UK academic landscape. Recognizing the difficulties faced by students and scholars in Turkey when reaching out to non-Turkish UK academics, the respondents feel a responsibility to address such inquiries. Furthermore, the study highlights the active participation of UK-based Turkish academics, especially in the social sciences, in multinational research projects with fellow nationals. These collaborations leverage the UK's funding opportunities for partnerships with developing countries, overcoming the challenge of physical togetherness. Hosting academic visitors from Turkey, particularly students and junior researchers is a common form of support, often leading to long-term academic partnerships. Noteworthy is the criticism voiced by many UK-based Turkish academics against the incumbent Turkish government and its impact on academic freedom. Despite this disapproval, the academics distinguish between the government and the people of Turkey, maintaining solidarity and support for their fellow nationals. In conclusion, this study underscores that the diasporic engagements of Turkish academics contribute directly or indirectly to the internationalization of higher education. However, it acknowledges limitations, particularly in online data collection during the pandemic, and emphasizes the need for official arrangements to bolster these engagements. The study proposes a shift in source countries' focus from brain drain to brain gain, urging collaboration to enhance diasporic engagements and support both homelands and hostlands. In contrast to previous literature, the study highlights the potential for diasporic collaborations despite the absence of official structures and emphasizes their role in reinforcing internationalization.