Abstract
This mixed-methods study explores academic engagement among full time working scholars in Libya’s universities, comparing how the patterns of returning foreign-educated and domestic-educated scholars’ academic engagement differs. Survey analysis indicates that where scholars are educated influences their academic engagement, with individuals educated in developed countries having a greater potential to engage (e.g., through consultancy activities, employee training, and holding temporary posts) with non-academic organisations than those educated within Libya and other developing countries. We also find that these differences in academic engagement of returned scholars are attenuated by gender, scientific discipline, and academic rank. Semi-structured interview identifies several barriers to academic engagement that affect scholars. These include sociocultural perspective on gender roles, institutional barriers, and differences in culture between academic and non-academic actors. The evidence in this study offers an empirical foundation for the necessary policy reforms required in the Higher Education sector in Libya to enhance university-industry collaboration.
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Data Availability
The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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The Authors would like to thank the University of Leicester for providing access to their e-library facilitates as collaborative researchers. A special thank you to (Late) Professor Peter Jackson at the University of Leicester for guidance and support for this research.
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Ethical approval for this study was obtained from the University of Leicester via the University of Leicester Ethical Review process in the UK. In Libya, permission to conduct fieldwork was obtained from the Libyan Embassy in London and Ministry of Higher Education in Tripoli, Libya.
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Shtewi, O.A., Shahzad, M.W. An Assessment of Academic Engagement Among Returning Foreign-Educated Scholars. Interchange 55, 51–74 (2024). https://doi.org/10.1007/s10780-024-09512-3
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DOI: https://doi.org/10.1007/s10780-024-09512-3