Mobility of researchers in the European Union and Ukraine

The paper deals with the topic of international academic mobility in Ukraine. It overviews the literature by both national and international researchers on the issue under the investigation and provides a case study of the accomplishments made and pitfalls Ukrainian universities encounter on their integration into the common European educational area. Inconsistent educational legislations between contracting countries, as well as the absence of the uniform legal regulations are stated to be the basic instruments that prevent successful implementing of the programs on academic mobility and factors of major concern that exacerbate the process of students’ or teaching staff’s exchanges, when addressing the topic of academic mobility in Ukraine. A critical study of the analytical data made it possible to spot an array of administrative, managerial, financial, educational proper, and socio-cultural roadblocks that hamper Ukrainian transition into the common European educational area. The authors provide statistics on the top rates countries for Ukrainian outcoming academic mobility, and on the top-rated Ukrainian universities for incoming academic mobility. The research reveals outcoming academic mobility to overweigh incoming one in Ukraine owing to the fact the procedures of transferring a Ukrainian student to a university abroad are less complicated than those of a foreign student to Ukrainian higher education establishments. Finally, there are given suggestions on how it might be possible to align educational curricula with the European principles of higher education to foster international academic mobility in Ukraine.

In the article modern situation of academic mobility of students in the Slovak Republic under the conditions of educational internationalization is analyzed. The main conditions and tools of implementing academic mobility in Slovakia are clarified. Academic mobility for all participants of educational process under modern conditions is an important part of higher education internalization. It is defined that implementation of development strategy of international mobility is one of the priority tasks for the national policy in the Slovak Republic. Academic mobility finds systematic support at the Slovak state level. Appropriate conditions have been created for the implementation of academic mobility at the institutional, national and European levels. Along with the benefits, internationalization and mobility poce new challenges for Slovak society. This article looks at three aspects of student mobility flows: incoming mobility, outgoing mobility and mobility balance. There is a problem of imbalance between incoming and outgoing forms of mobility in Slovakia. It is empirically established that Slovakia belongs to the countries with strong flows of initial degree mobility. In the context of Slovakia's European integration, there has been an increase in the number of students participating in academic mobility programs. Factors that stimulate the initial academic mobility of Slovak students are the attractive image of foreign universities, the quality of education and educational services, better employment opportunities, various scholarship programs, lower tuition costs, social support for students and others. Factors such as proximity, language, historical ties, geographical distance, bilateral relationships and political framework conditions are key determinants in selecting a country in which to study. Despite the obvious benefits of international mobility, researchers are increasingly focusing on the problem of "brain drain" and the loss of intellectual potential. Slovakia's problem is that students do not return to their home country after completing their studies abroad. Academic mobility has become one of the channels of migration in Slovakia. In the long term, the potential of the educated and highly qualified population is weakening. This can negatively affect the development of society in economic, cultural, scientific and social aspects. Based on the analysis of the current state of mobility in Slovakia, it is concluded that the country's higher education system is characterized by a significant degree of internationalization.

The globalization of education triggers fair criticism of the university self-sufficiency in any country to train competent professionals, moreover, today the necessity to expand the students’ academic mobility is universally recognized. The article describes the basic methodological approaches to defining the essence of the concept of “academic mobility”. It explores the goal, objectives, functions of the students’ academic mobility in the context of international educational integration. This publication submits a classification of the forms of academic mobility of the higher education students on the following grounds: on the type of educational process, on the period of study in a foreign educational establishment, on the nature of the students’ involvement. The article can be useful to the academic staff of higher educational institutions, to the staff of the university centers of academic mobility as well as the employees of the university international departments in the development of international cooperation and academic mobility of the students.

The article analyses higher education internationalisation processes in Ukraine, that is aimed at ensuring its quality through the implementation of international standards of education, academic mobility of students and teachers, international scientific events and projects, joint research with scientists from foreign universities. The development of higher education internationalisation and academic mobility in Ukraine, based on the processes of intercultural communication, should contribute to the formation of professional competence of students, preparation of young people for life, learning and work in multilingual and multicultural world. Intercultural competence involves knowledge of the characteristics of another culture and its values, the specifics of the process of intercultural communication with representatives of other cultures, the ability to establish intercultural interaction on the basis of tolerance for differences in the communicative behaviour of its participants. For effective international cooperation it is necessary to acquire the ability to promptly and flexibly choose foreign language tools according to the rules of intercultural communication. A high level of knowledge in foreign language, especially English as a language of international communication, in the context of higher education internationalisation ensures the acquisition of quality education and further self-realization of students and teaching staff. Academic mobility is an integral feature of modern higher education. The intensity of international communication is evidenced by the active mobility of students and teachers, the increase in academic exchanges between higher education institutions, joint scientific events and projects, research and publications of academia in the world. The task of developing the internationalization of higher education and academic mobility in Ukraine is particularly relevant in connection with the implementation of the provisions and principles of the Bologna process aimed at ensuring the quality of higher education, the formation of intercultural and professional competence of students. In the context of internationalization of higher education, future participants of academic mobility should acquire intercultural competence, which implies knowledge about the characteristics of another culture and its values, the specifics of the process of intercultural communication with representatives of other cultures, the ability to establish intercultural interaction on the basis of tolerance of participants to differences.

The article presents the evaluation of students’ international academic mobility in higher education in the context of the scientific literature, where the barriers to the development of academic mobility are singled out, the more effective management tools of academic mobility and their effectiveness are discussed. The aim of the research: after identifying the problematic areas of the implementation of international academic mobility in higher education, to anticipate the possibilities of its development. Analytical descriptive, quantitative and statistical research methods were applied. Using the quantitative research strategy, the experience of participation of Lithuanian higher education students (n = 349) in the Erasmus+ mobility programme was clarified, the reasons for non-participation in international academic mobility programmes were revealed and the factors determining higher student mobility indicators were singled out. The results of the study revealed the need to improve the system for the promotion and implementation of international academic mobility in higher education, as the results of the study showed that only a small number of research participants took part in the Erasmus+ programme. Despite the fact that participation in academic mobility programmes provides experience in communication and cooperation with representatives of other cultures, professional foreign language development, independence skills are developed, however, according to the research participants, fear, self-confidence due to insufficient professional knowledge and skills, lack of foreign language knowledge, intimidating selection procedures and interviews, and fears of possible difficulties in adapting when moving to another country, as well as reluctance to break up with family or close friends and insufficient financial support (scholarship), are among the reasons for not participating in Erasmus+ mobility. When assessing the possibilities of developing international academic mobility in higher education, the highest average scores show that higher scholarships and paid internships, as well as opportunities for groups of students to go to the same higher education institution or company in another country and places offered (educational institutions, internship places), the diversity of of places for academic exchanges and the high level of quality of professional training (education, studies and internships), according to the research participants, would encourage students to participate more actively in international academic mobility programmes. The results of the study will have practical implications for anticipating possible more effective tools for managing academic mobility in higher education.

Academic mobility of students with disabilities is a gap in studies of inclusion in higher education. Meanwhile, academic mobility is an effective resource for shaping the key skills of the 21st century, the development of subjectivity, socialization and professionalization. Therefore, the inclusion of persons with disabilities in various forms of academic mobility is important for their success and social inclusion. The aim of the study is to identify the relationship between disability and nosology and involvement in academic mobility, as well as scientific (social) projects and networks. The study was based on the hypothesis of a direct link between health status and involvement in academic mobility. The sample included 1,142 university students from the Tyumen region, including 50 — with disabilities, 1092 — without disabilities. A comparative analysis of the components of academic mobility of students with and without disabilities revealed a higher level of readiness and involvement of students with disabilities in academic mobility and networks. With this we emphasize that 92% of students with disabilities do not participate in academic mobility programs, 68% have never participated in competitive activities (projects, grants), 44% do not belong to student communities, 20% do not maintain systemic ties with students of other universities. But these figures are even lower for students without disabilities. The gap between students' readiness for academic mobility and the lack of its infrastructure was revealed. The analysis of theoretical approaches revealed significant gaps in scientific knowledge of academic mobility of students with disabilities, its scale, dynamics, best practices, its psychological factors and the impact on the development of subjectivity, socialization and professionalization. We must make an inclusive breakthrough in higher education through the formation of a comfortable infrastructure of academic mobility as an organic part of an inclusive culture in higher education, ensuring the inclusion for everyone.

Forced migration during the war led to significant changes in academic mobility in Ukraine. This challenge received a worthy response thanks to the support of Ukraine from the European Union, the USA and other countries of Western democracy: many Ukrainian students and professors received greater opportunities to study and work in European and Western universities in general. This article aims to identify the main threats to inclusivity and new opportunities to provide additional resources and educational space for the development of inclusivity, which is directly related to forced migration as one of the challenges to higher education in Ukraine during this war. The methodology of this article is a philosophical approach based on the use of interrelated concepts of challenge and response. The case study of challenges for academic mobility in Ukraine is used as well. Obstacles and limitations of academic mobility during the war appear to be partially overcome, thanks to distance education. The new opportunities that have opened up for the Ukrainian higher education system provide broad and strategic prospects for the deep integration of the Ukrainian higher education system into the European and world educational space.

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

The purpose of the article is to study academic mobility programs that are being implemented in Poland as a mechanism for implementing the internationalization process of higher education and allow to assess the level of the country's involvement in such events and to form further prospects for development in this direction. Author noted that the most important impetus for the development of the internationalization of higher education in the European Union as a whole and in Poland was the Bologna process. Special attention is focused on the fact that the country is an active participant in it, which allows, against the background of preserving the best traditions of the national higher education system, to increase the competitiveness of universities, to join the unified educational space. The importance of academic mobility programs as a mechanism for implementing internationalization processes has been proven. The level of academic mobility development in Poland is analysed. The main trends in the implementation of these processes in institutions of higher education were studied. Approaches have been established that provide the opportunity to achieve diversity in models, priorities, and geography, going beyond the boundaries of the European community. A set of tasks aimed at the academic mobility development in the country and measures implemented to intensify the use of programs in this area have been defined. We argue that academic mobility programs implemented in the country are divided into international (pan-European), those offered at the national level and universities. The characteristic features of several such initiatives, their direction and conditions are analysed. The variety of offers in both Polish and English languages is emphasized, which contributes to attracting the attention of both students and teaching staff from different countries. Attention is focused on certain types of financial support and assistance, which are provided in the form of various scholarships and grants. The need for systematic activity in the direction of the development of academic mobility programs was noted. A set of measures has been formed, which should be implemented at different levels of management (national and university) and aimed at increasing the efficiency and intensification of these processes in Poland. Key words: academic mobility, academic mobility programs, higher education, quality of education, educational space, higher education institution, internationalization of higher education, integration processes.

Conceptualizing Academic Mobility e-Service through the Understanding of Service Relationships

The article is devoted to the training of specialists with higher education in the context of the integration of Ukraine into the European educational space. Nowadays it is necessary to implement European principles, approaches and practices into the Ukrainian education policy through fundamental reforms in the field of education. The analysis of scientific research has shown that the academic mobility of all participants in the educational process contributes to the internationalization and adaptation of the national education system of Ukraine to European criteria. Special attention was paid to the current legislation of Ukraine, which regulates legal, organizational and financial relations in the process of implementing academic mobility in the training of competitive specialists with higher education. The article defines the advantages of international academic mobility in the educational process, contains a list of countries with the largest contingent of Ukrainian students and a list of the most popular universities of Ukraine, chosen by foreign citizens for obtaining higher education. Based on the data of the Erasmus+ National Office, the results of Ukraine's participation in the exchange projects of the Erasmus+ program, and joint master's programs Erasmus Mundus and Jean Monnet were analyzed. The paper outlines exceptional measures taken within the framework of the approved European Union Directives to support Ukrainian educators and facilitate their integration into educational projects. Foreign organizations and programs that support the international academic mobility of participants in the educational process are given as an example of cooperation between well-known Ukrainian HEIs with scientific institutions and universities of other countries. Attention is paid to the modern approaches available to Ukrainian students to obtain quality higher education, namely their participation in virtual international academic mobility and double degree programs. This issue is now relevant and could be the subject of further research. In general, the participation of Ukrainian students and researchers in international academic mobility projects has been identified by the authors as an important factor in achieving the goals of the Bologna process and the training of highly qualified and competitive specialists at the European level.

The article addresses the issue of international academic mobility for medical students at Osh State University in the context of global socio-educational transformations. Under conditions of increasing internationalization in higher education, the development of sustainable mechanisms that facilitate students’ integration into international academic and professional environments has become particularly significant for the higher education system of the Kyrgyz Republic. The study aims to identify the role of language training in shaping the international academic mobility of medical students in the Kyrgyz Republic and to substantiate the author’s conceptual model of a step-by-step transition from primary forms of international labor mobility to full-fledged academic and professional mobility, taking into account the socio-economic, legal, psychological, and educational characteristics of the national context. The research is based on a comprehensive approach to the study of primary labor and academic mobility processes among students in the Kyrgyz Republic. The empirical basis includes regulatory and strategic documents in the field of higher education and international cooperation, statistical data from universities on students’ participation in temporary employment programs and academic exchange initiatives, as well as the results of questionnaires and interviews with students who have experience in working abroad and participating in international educational programs. The theoretical framework relies on the works of national and foreign scholars addressing educational migration, the internationalization of higher education, language training, and academic mobility. A total of 381 medical students participated in the study. Sociological survey findings revealed that the majority of students demonstrate elementary levels of language proficiency and are primarily oriented toward participation in short-term labor mobility programs, such as Ferienjobs. The problem of academic mobility among students lies not so much in the absence of institutional mechanisms as in the insufficient alignment between the educational infrastructure and students’ actual starting capabilities.

The article analyses the Russian Federal Education Programmes from the aspect of their impact on student and academic staff mobility. The subject of the analysis is the programmes adopted for the period 2000 to 2020 and their implementation reports. A cluster of academic mobility forms compiled by the authors is based on two groups: academic staff and students. The forms of academic staff mobility have been identified as: (1) a migration flow: outward and incoming; and (2) purpose: teaching and research. The forms of student mobility have been identified as: (1) migration flow: outward and incoming; and (2) purpose: credit mobility and degree mobility. The cluster is based on the National Reports on the Implementation of the Bologna Process by different countries from 2012 to 2015 and the Russian Federal Education Programmes. The analysis finds that academic mobility in Russia has been an indicator of the development of education programmes for almost 20 years. During this period, the government’s approach to academic mobility has undergone a change from a simple reference as an expected result to the establishing of quantitative indicators. The four quantitative indicators of academic mobility have been in place since 2000. As a result of the analysis, the authors conclude that among the forms of student mobility the most developed is the incoming degree mobility of international students. The student outward credit mobility is the least developed of the four indicators. In the current situation, it is necessary to reform and liberalise the recognition of study abroad periods for Russian students. Without reform, it will be difficult to achieve the target set by the government to have 6 percent of students studying abroad for at least one semester by 2020. The data for 2016 show that only a few higher education institutions have approached the target. The authors also identify problems relating to academic staff mobility.

Kazakhstan has demonstrated significant achievements in the globalization of education and academic mobility. The country’s accession to the Bologna Process marked a turning point in internationalization and mobility. However, such active cooperation between students and universities around the world also raises concerns about the risks and implications for Kazakhstan’s educational security. Academic mobility in Kazakhstan is perceived positively, as the goals, objectives and results of the program are supported by students, universities and the scientific community. According to the authors of the study, a critical approach to assessing economic outcomes in the scientific and public spheres is also necessary when calculating the consequences of academic mobility for Kazakhstan. The research conducted by the authors shows the growing desire of Kazakhstani students to study at foreign universities. The focus group survey showed that academic mobility and the availability of international education significantly increase the desire of young people to study and subsequently move abroad. Modern global scientific research on the impact of academic mobility programs and outcomes also demonstrates the risks and dangers of losing the most talented and ambitious young people. The problem of “brain drain” is significantly exacerbated by uncontrolled academic mobility. The lack of a government-sponsored objective cost analysis and conclusions drawn from student academic mobility programs makes it impossible to assess the benefits of these educational programs for the country and its economy. Further economic analysis is needed, assessing the costs in terms of the economic impact and benefits of academic mobility programs for the country and society.