Mutual Enrichment or Brain Drain? The Analysis of International Student Mobility in the Cases of Russia and Germany
Purpose. The study addresses the phenomenon of brain drain developing via international student mobility.Methods. In order to address the research question “What impact has international student mobility between Russia and Germany had on the formation of the brain drain in Russia?” a qualitative met...
| Autor principal: | |
|---|---|
| Formato: | Artigo |
| Idioma: | English |
| Publicado em: |
North-West institute of management of the Russian Presidential Academy of National Economy and Public Administration
2023-08-01
|
| coleção: | Управленческое консультирование |
| Assuntos: | |
| Acesso em linha: | https://www.acjournal.ru/jour/article/view/2313 |
| Resumo: | Purpose. The study addresses the phenomenon of brain drain developing via international student mobility.Methods. In order to address the research question “What impact has international student mobility between Russia and Germany had on the formation of the brain drain in Russia?” a qualitative methodology was applied with the comparative historical method (philosophical comparativism) and the case study. In terms of data collection techniques, document and Internet-based research was primary used.Results. First and foremost, the research revealed that international student mobility between Russia and Germany is imbalanced: the number of Russian students studying in Germany from 2013 to 2020 was almost 30 times higher than the number of German students coming to Russia. Furthermore, 47% of the Russian students who were permitted to study in Germany from 2006 to 2011 were still there 10 years later on various reasons, including naturalisation.Conclusions. Firstly, international student mobility between Russia and Germany does not contribute to the mutual enrichment of each other (brain circulation), but it rather plays a significant role in the brain drain formation of the former and the brain gain of the latter. Secondly, the difference in the level of socio-economic development and features of the political systems in Russia and Germany may explain the high demand for German higher education among Russian students and, at the same time, futility and unattractiveness of Russian higher education for German students. As an outcome, the author proposes recommendations for strengthening Russia’s technological sovereignty, multiplying and preserving its intellectual capital. |
|---|---|
| ISSN: | 1726-1139 1816-8590 |