International Visiting Scholars as Knowledge Agents

• In Event: The Academic Journey: Perspectives and Trends

Proposal

Introduction
International academic mobility has been attracting the attention of scholars since the 1950s, however, most studies focus on student mobility. The research on the mobility of academics started to emerge in the 1990s, focusing on exploring global, regional, national, and individual perspectives of these experiences. Still the role of institutions remains understudied. Scholars have also highlighted the process of cross-border knowledge transfer and circulation; however, most studies focus on the knowledge transfer from abroad to home country. To address these gaps in the literature, this study draws from survey and interview data of international scholars from Kazakhstan to understand their experiences as part of a mobility program in a R1 U.S. university. Particularly, we explore how visiting scholars experience the process of knowledge circulation and understand the knowledge exchange as a two-way reciprocal process. In our analysis, we focus not only on the perspectives of participants in the program but also explore the role of the host institution by providing insights of program administrators.
Conceptual framework
We employ Shen et al.’s (2022) conceptual framework for knowledge and international academic mobility and knowledge system. Building on the review of the literature for the past 50 years, Shen et al. (2022) proposed a new research framework that reconceptualizes academic mobility as part of the global knowledge system and centers it around “knowledge”. Drawing from Shen et al. (2022), we define “knowledge” as “a construction of reality, which includes not only theoretical knowledge but also people’s concepts, values, and ideas” (p. 1319). Drawing from this framework, we understand scholars, host faculty, and program administrators as “knowledge agents” who “have agency to acquire, circulate, produce knowledge, and navigate through knowledge networks and geopolitics of knowledge.” The concept of knowledge agents moves beyond discourses that conceptualize people simply as “human capitals,” “talents,” “consumers,” or “knowledge carriers” by emphasizing the centrality of human agency and their role in knowledge production (Shen et al., 2022). We define “international academic mobility” as the cross-border movements of people in higher education contexts, coupled with immaterialities (e.g. ideas, information, knowledge, skills, emotions, imaginations) and materials (such as infrastructures, resources, equipment) (Shen et al., 2022). This way, we pay attention to the ways international academic mobility influences and is influenced by the regional, national, and global knowledge systems (Shen et al., 2022).
Methodology
To understand the experiences of faculty participating in a short-term mobility program in a large R1 U.S. university, this study examined the program evaluation data collected between 2022-2024. During this period 31 visiting scholars from Kazakhstan participated in the custom visiting scholars program. The program was designed as a structured program aimed at supporting international scholars from Kazakhstan in building knowledge and capacity in research methods, innovative teaching approaches, and leadership. The customised program included one-on-one collaboration with host faculty, academic seminars, workshops, on and off campus activities, and individualized time for research planning. The program was offered within the framework of Kazakhstan’s “Research internship” and “Bolashak internship” scholarships. The scholarship is funded by the Government of Kazakhstan and is aimed at supporting research capacity building of Kazakhstani faculty. Out of 31 scholars, four completed a five month program, fourteen completed a six month program, whereas 13 completed an 11 month program. The scholars represented a diverse group of faculty from different universities and regions of Kazakhstan, as well as a balance of genders and disciplinary backgrounds.
The empirical data for this analysis were drawn from qualitative text responses in several rounds of program surveys administered at the beginning, midpoint, and end of the program as well as exit interviews administered at the end of the program. The surveys included open-ended questions that asked participants to reflect on their goals, expectations, lessons learned, any challenges, and takeaways. Two research questions guided our analysis: How do faculty experience the short-term international academic mobility program? How does the short-term international academic mobility program facilitate cross-border knowledge circulation?
Findings
Reflecting on their experience in the academic mobility program, scholars reported significant achievements in both research and pedagogy. They highlighted improved methodological knowledge, academic writing, and familiarity with research tools. Many also benefited from access to academic resources and cross-cultural exposure. Pedagogical growth emerged as another key accomplishment, as participants valued interactive and student-centered methods. Conferences, cultural events, and field trips further enriched their professional development.
Despite these accomplishments, participants faced some challenges. Scholars struggled with understanding research tools, academic writing, and the publishing process. Workshop schedules and limited time for independent research were noted as obstacles. Collaboration experiences varied: some benefited significantly from faculty support, while others experienced mismatches in research interests. Difficulties with time management, fatigue, and personal constraints, such as family responsibilities and financial issues, further exacerbated the challenges.
Preliminary findings suggest significant professional and personal growth. Scholars highlighted transferable research skills, innovative pedagogical approaches, and strategies for institutional development. Networking and collaboration opportunities helped create lasting partnerships, while many reported increased confidence, improved time management skills, and overall personal growth.
Contribution
The study has important theoretical and practical implications for scholars, practitioners, and leaders in the field of comparative and international development education. First, the study advances theory by applying and extending Shen et al. (2022) framework for knowledge and international academic mobility, reconceptualizing visiting scholars as active “knowledge agents” within the global knowledge system. Second, we contribute to the gap in the literature on the role of institutions in international academic mobility by examining not only the perspectives of international visiting scholars but also the role of host faculty and institutions. Third, the study examines the case of Kazakhstan government sponsored visiting scholars program, which has not been studied or reported on in the field. Finally, our study offers actionable insights for host institutions and policymakers to design reciprocal and impactful academic mobility programs that fosters mutual knowledge exchange and institutional development.

Authors

• Marina Aleixo, University of Minnesota

• Zhuldyz Amankulova, University of Minnesota

• Ainur Jumagaliyeva, University of Minnesota - Twin Cities