Knowledge Movement Across Borders: A Comparative Study of Taiwan’s International Mobility Programs in Social Science and Computer Science

• In Event: Global Knowledge Networks: Exploring Social Capital and Knowledge Dynamics Across Borders

Proposal

1. Background & Relevance

International mobility programs are central to the transnational production and circulation of knowledge. Taiwan’s unique historical, cultural, and geopolitical position makes it a hybrid society straddling the Global North and South. Although Taiwan is geographically located in East Asia and is often associated with the Global North due to its economic development and technological advancement, its complex history of colonization, authoritarian rule, and democratization aligns it with struggles typical of the Global South. These experiences underscore Taiwan’s ongoing journey toward self-determination amid diverse global influences.
Given this context, understanding how knowledge is transferred and transformed through Taiwan’s international mobility programs becomes significant. Taiwan’s bridging position offers a unique perspective to explore these dynamics, particularly in the disciplines of social science and computer science. This research examines the experiences of alumni from Taiwan’s International Cooperation and Development Fund (ICDF) scholarship program, focusing on the factors that shape the knowledge movement and its broader impact.

2. Theoretical Framework

This study draws on the knowledge spatiality framework (Raghuram, 2013), Southern Theory (Connell, 2007), and the Sociology of Knowledge (Bloor, 1976) to examine the flow and movement of knowledge across borders. The knowledge spatiality framework emphasizes the centrality of human agency in the production and dissemination of knowledge, suggesting that knowledge is not merely spatially located but also relationally produced through social interactions and engagements. Southern Theory critiques the dominance of Northern epistemologies and highlights the significance of understanding knowledge flows from the perspectives of Global South actors. It allows an exploration of Taiwan’s unique geopolitical position as both a recipient and disseminator of knowledge. Meanwhile, the Sociology of Knowledge asserts that knowledge is a social construct shaped by societal norms and power dynamics. Integrating these perspectives, the study explores (1) how knowledge is acquired, transformed, and applied by Taiwan ICDF alumni from Latin America and (2) how social hierarchies and epistemic diversity impact these alumni’s career trajectories.

3. Research Method

This study employs a comparative and retrospective approach to investigate knowledge movement in the disciplines of education and computer science. Research instruments include document reviews (ICDF annual reports, program brochures, curricula, course syllabi, and student theses) and in-depth semi-structured interviews with Latin American alumni and Taiwanese academics. Retrospective studies allow researchers to observe program outcomes years after completion, which immediate post-program evaluations may not capture (Martel, 2018).
Data were collected from faculty and alumni of two master’s programs—one in educational leadership and management and the other in computer science and information systems—at two prestigious national universities in Taiwan (case 1 and case 2, respectively). Participants included five academics and ten alumni from case 1, and five academics and nine alumni from case 2.
The interviews, lasting approximately 60-80 minutes, were recorded with consent. For faculty members, the interviews focused on program implementation and course design, while for alumni, they concentrated on knowledge acquisition, engagement, application, career advancement, and networking. Coding and triangulation methods were employed to enhance analytical rigor. Transcripts were read and coded, and patterns were identified through thematic data analysis. Data from alumni interviews were triangulated with faculty responses and cross-referenced with course syllabi and theses.

4. Findings

The findings highlight the host institution as a crucial site for knowledge co-construction, supporting students in becoming knowledge brokers. In case 1 (educational leadership and management), 8 out of 10 participants returned to serve their home country, while two advanced their careers in a third country. In case 2 (computer science and information systems), only one alumnus returned home, six remained in Taiwan, and two relocated to a third country, indicating patterns of knowledge circulation.
The role of students’ agency in shaping knowledge dynamics is salient. The study identifies three factors influencing knowledge movement across three levels of analysis: knowledge compatibility with the environment, knowledge rigidity in application, and learners’ cross-cultural hybridity at the macro, meso, and micro levels, respectively. However, the spatial extension of knowledge production requires post-graduate professional networks and ongoing research collaboration, elements that were notably limited in this study.
At the macro level, the contextual fit between knowledge and the environment significantly influenced alumni career trajectories. While participants from the educational leadership and management program were able to utilize most of the knowledge learned in Taiwan upon returning home, those from the computer science and information systems program expressed concerns about the incompatibility of the learned knowledge with their home countries' technological infrastructure and resource limitations, which resulted in limited job availability. Additionally, the high demand for STEM-related talents in the current IT era has contributed to potential brain drain and brain circulation among case 2 alumni.
The study demonstrates considerable variance in the human elements of social science and computer science knowledge, resulting in disparate degrees of knowledge rigidity. At the meso level, the lower rigidity of social science knowledge allows alumni greater flexibility in applying the knowledge acquired from Taiwan to their home countries. At the micro level, alumni in both programs regarded cross-cultural experiences gained through interactions with diverse cultures in Taiwan as a significant benefit, enhancing their capacity to navigate a globalized society.

5. Significance & Implications

The study confirms that international students are not merely consumers of knowledge but active contributors to knowledge spatiality. The findings deepen our understanding of various factors influencing knowledge movement across borders in the disciplines of social science and computer science. This research advances the discourse on knowledge spatiality and Southern Theory by showing how knowledge is transformed rather than merely transferred across borders, highlighting the significance of context—such as environmental compatibility and social hierarchies—in shaping knowledge application.
It challenges the uniformity in existing theories by revealing significant differences in knowledge rigidity and applicability between social science and computer science fields, advocating for a more nuanced understanding based on the nature of the discipline. Moreover, it enriches Southern Theory by examining Taiwan's role as a conduit for knowledge movement between the Global North and South and emphasizes the need for theoretical acknowledgment beyond traditionally categorized regions.

Author

• Warangkana Lin, I-Shou University