Presentation immigration flows and academic migration

Migration and Integration in Europe and Russia:
New Challenges and Opportunities
International Conference,
St. Petersburg,
November 16-18, 2012.

Classification of Immigration Flows
with the Special Focus on Academic Immigration.

Dr. Olga Lakizyuk, 17.11.2012.



Contents of this presentation:
•
classification of immigration flows and migrants
•
academic immigration, its reasons, positive and negative aspects
for the origin and hosting countries
•
defintion of the term Academic Migration as a result of my own
theoretical and practical research
•
empirical and theoretical basis – habilitation/ postdoctoral studies,
topic: “Local and global living environments: the influence of
studying and living in Germany on the professional life and
individual concepts of Academic Representatives from the
Russian Federation”.

Migration and Integration in Europe and Russia: New Challenges and Opportunities.

with the Special Focus on Academic Migration.

To understand the classification of immigration flows it is important to
consider the core reasons for migration → why do immigrants leave their
home countries and which factors are for them attractive in the host
countries?

Push Factors:
•
bad/unstable situation in the labour market, including unemployment,
low remuneration and unfair, non merit based competition between
applicants,
•
discouraging working conditions, including lack of technical, social,
financial support, research possibilities and facilities, access to literature,
fair work contracts, human factors and possibilities for the
professional/career growth and development,



•
limited possibilities for further studies and advancement of existing
qualifications,
•
contradictions between the level of personal development, personal
requirements, possibilities for future development and the local conditions
for its implementation,
•
uncertainty and unclear perspectives for the future, bad prognosis for
personal growth,
•
disinterest or frustration with the native environment, desire to explore new
horizons,
•
predisposition for visiting a specific country/ social appeal, impulse, wish for
adventure and escape, timing / suitable age for travel,



•
advice from friends, imitation of friends and relatives similar behaviour/
previous experience,
•
lack of institutional / infrastructure development,
•
primitive legislative environment, for example - immigration policy,
•
unfair/complex taxes,
•
high criminality levels,
•
political repression,
•
religious suppression,
•
cultural norms,



•
adjustment aspects (distance between the home and host cultures),
•
cultural novelty aspects, the (perceived) lack of cultural life,
•
low living standards and bad living conditions, unsatisfactory general
housing conditions,
•
restricted mobility within distinct countries or within the home country,
transportation systems used in the home country,
•
climatic conditions,
•
high population growth and densely populated land,
•
low/primitive level of health care facilities,



•
limited social guarantees and social security infrastructure,
•
abusive and compulsory military service,
•
lack of family protection policies and
•
the lack of privileges for highly qualified workers/ students (P. Han, R. and
G. Riepe, M. Bös, p. 59- 63, Wenning, p. 219-222, Carrington/ Detragiache,
Wilson, Inkson.
Reasons of academic migration?




Pull factors are logically the opposite to the recently mentioned reasons
So the economical, industrial, high-technological, political, cultural,
demographical, personal reasons of migration, possibilities for
professional development, conditions in the every day and social life
determine the following types of immigrants:
● international contract workers (international students, international health
care staff, journalists / media and hospitality industry);
● immigrants arriving as a result of family reunion;
● diplomats and diplomatic corps;



● artists; ● members of Peace Enforcement
Corps-type / UN Organizations;
● refugees;
● professional athletes;
● trainees;
● study abroad students and
● missionaries and their families;
● international exchange foreign
● military representatives; students (Baran, LaBrack).
● TCKs and Global Nomads;
● immigrants arriving as a result of
the International Development
Aid;




“Brain drain” encompasses such processes as:

brain overflow, brain migration and brain exchange.


Positive and negative aspects of immigration for the origin and host
countries:

economical,

industrial,

high-technology,

scientific,




political,

cultural,

demographic,

social (increase of social capital as a local resource, socio-economic
infrastructure, etc.) advantages and disadvantages.

Accordingly to the above mentioned aspects it is meaningful to assume
that the more developed countries obtain more benefits from this process

However, it is also a question of personal preferences as well (less
economical/ industrial developed societies and their particular pull
factors)




Types of immigrants (according to E. Robert):

unaware strangers (people, who have little or no knowledge about past or
current changes in a particular society),

cognizant strangers (for these people it takes not much time to become aware
of the new surrounds),

deliberately at home (for these immigrants the return is more difficult than
integration, they need more time to become aware and to accept changes),

instinctively at home (this group of immigrants live in both cultures
simultaneously, integration as readjustment do take the usual time, but do not
cause problems).

! Certainly the above defined types are flexible, can appear in mixed form or
complement each other.



Study and work abroad or academic migration:

are compared with tourism a process, which means the long-term change
of the main place of residence of a person. It is not relevant to determine
the periods of study and/ or work abroad as well as the change of living
interests,

can be subdivided into work and study, the common aspect here is the
process itself, aiming mainly to develop professional skills. In the
particular case of other important goals for staying abroad it would be
more relevant to speak about other type of immigrants / immigration,




processes, related with economical, industrial, high-technology, political,
cultural, demographic, personal reasons for immigration, possibilities of
professional development, conditions in the every day life and social life,

are positivelly connected not only with development of professional
skills, but also with improvement of communication abilities, motivation
in life, better networking, intercultural and global understanding,
personal development and new friendships,




can play an important role and meaning in the life of academic
representatives, however the complete spectrum of possible relations and
emotions to this process, including admiration, (particular) sympathies,
relative indifference and sceptic relations is possible. It is a question of
personal characteristics of each individual and type of conditions met
while working and studying in the other country,

are often connected with difficulties during integration and reintegration.
Here seems also relevant to mention personal character traits and every-
day conditions including coaching and family/ state/ friendship support
in the home and host country or the absence of this support, that is, the
full freedom or the “Ad-Hoc-Politic”,




have, in many cases, an influence on the growth and development of the
societies in the home and host country alike, mostly including
infrastructure development and improvements, political and social
change, progress in the scientific / high technology field, economic
growth and development of new business ideas,

can be directly linked with the state of the home country in regards to
financial losses, lack of or less progress and professional development,
increased costs for the reintegration process in the case of expatriates,

are for the societies of host countries and in many cases, the inefficiently
used immigration resource, related with the decreasing of professional
and communication skills of highly qualified immigrants,




are phenomena, which rational implementation in the home and host
country depends on such factors as duration of immigration; amount of
immigration streams; laws and (re)integration (support); work and every
day conditions; public policy; brain exchange aspect or brain outflow
and (amount of) (ethnic) communication,

can contribute to the global development in the economy, science,
legislative policies, politics, social and spiritual life, better social and
professional participation of individuals,




are processes, in many cases connected with bigger levels of freedom,
better social status, public perception and patriotic perspectives
concerning the home and host country – nevertheless are the opposite
developments also often various: the unsuccessful (re)integration, (lack
of) social support, limited professional possibilities and every day
conditions can cause the opposite developments.


Literature:
LaBrack, Bruce. (2011): After Shocks! The
Baran, Rıza. (2005): Von GastarbeiterInnen zu Trip May Be Over But the Journey
MigrantInnen. Migrationsrat Berlin und Continues! University of the Pacific. (Ed.).
Brandenburg. (Ed). Online: Online: http://web.pacific.edu/x10280.xml,
http://www.migrationsrat.de, Mai, 2005. June, 2011.

Bös, Mathias. (1997): Migration als Problem Riepe, Regina und Georg. (2001): Fremd ist der
offener Gesellschaften. Globalisierung und Fremde nur in der Fremde. Lamuv Verlag,
sozialer Wandel in Westeuropa und in Göttingen.
Nordamerika. Leske und Budrich, Opladen.
Robert, E. (2006): The Value of Your
Carrington, William, Detragiache, Enrica. Repatriates/ Repatriation Strategies.
(1998): How big is the brain drain? ExpatRepatServices. (Ed.). Online:
International Monetary Fond. Research http://www.expat-repat.com/value.php,
Department (Ed.). In: IMF Working Paper May, 2011.
No. 98/102.
Wenning, Norbert. (1997): Migration. In:
Han, Petrus. (2000): Soziologie der Migration. Schmalz-Jakobsen, Cornelia, Hansen,
Lucius & Lucius. Stuttgart Georg: Kleines Lexikon der ethnischen
Minderheiten in Deutschland. Beck, CH,
Inkson, Kerr. (2003): „The big OE”: self- München.
directed travel and career development. In:
Career Development International, Vol. 8, Wilson, Angene H. (1993): A cross-national
Iss. 4. Massey University, Auckland perspective on reentry of high school
University (Ed.). exchange students. In: International Journal
of Intercultural Relations,Volume 17, Issue
4.

Presentation immigration flows and academic migration

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