Abstract
This article spans issues of international student mobility, inequalities in higher education, and spaces for transformative learning for sustainable development. We tracked PhD alumni of an international Swiss research program in 2012 and 2017 and found that students from the global South experienced a significant, immediate career boost; most graduates decided to remain in or return to their country of origin after graduation (brain circulation). Career advancement among global North students took longer to develop. In-depth interviews with selected graduates gave students a voice: they felt empowered by networks, new friendships, and working relationships across disciplinary boundaries. The “safe spaces” or “Third Spaces” created in the program—encompassing inter- and transdisciplinary approaches, institutional and cultural diversity, and a real-world focus—were key for transformative learning, supported by an unconventional teaching and research strategy. To support disruptive learning leading to changes in mindsets and to reduce inequality in higher education, Western universities must question their own privileged position.
Highlights
As key sites of learning for students in increasingly mobile education landscapes, universities and similar higher education institutions have a complex role
The study results captured the spatial mobility of alumni in terms of their place of origin and their place of residence at the time of the second survey in 2017
These quantitative results confirm the picture obtained in the original National Centre of Competence in Research (NCCR) North–South alumni survey in 2012, which showed that most students from Southern countries stayed in their place of origin or returned to it [58]
Summary
As key sites of learning for students in increasingly mobile education landscapes, universities and similar higher education institutions have a complex role. Switzerland is a globally connected country in terms of student mobility and higher education, it has only recently become the focus of ISM research [32,33] This article seeks to analyze how the NCCR North–South program enabled PhD researchers to advance their academic careers and simultaneously afforded them innovative learning opportunities on behalf of sustainable development It draws on two alumni tracking surveys and follow-up interviews designed to access the students’ individual mobility experience, trace their career pathways, and understand how alumni perceived their ability to tackle sustainability issues in their research. This review was conducted by the authors individually, in their specific areas of expertise, and results were shared in several writing workshops to consolidate the analytical framework for this paper
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
