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    Duality of language as a tool for integration versus mobility at work: utility of a polyphonic perspective
    (Edward Elgar Publishing Ltd, 2023) Erbil, Cihat; Ozbilgin, Mustafa F.; Baglama, Sercan Hamza
    [Anstract Not Available]
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    Formation of an academic diaspora: A study of scholars from Turkey in the higher education sector in Britain
    (Wiley, 2025) Özbilgin, Mustafa F.; Yıldız, Harun; Erbil, Cihat; Bağlama, Sercan Hamza
    The internationalisation of higher education has revealed the importance of understanding the formation and dynamics of academic diasporas. Most studies focus on cohesive academic diasporas, overlooking fragmentation in diasporas as a central concern. In this paper, we define and theorise fragmented academic diaspora. The emergence of a highly fragmented diaspora of scholars from Turkey in the British higher education sector presents an ideal opportunity to examine the notion of a fragmented academic diaspora. Based on an online study of 20 scholars from Turkey in British academia, this paper investigates the formation of an academic diaspora fragmented across social fault lines. We examine the factors driving the formation of a fragmented academic diaspora, the boundaries defining this community and the challenges it faces. Additionally, we discuss these scholars' professional and personal experiences and investigate their integration into the academic landscape of Britain. Based on the expectations and aspirations of the participants, we propose strategies to leverage fragmentation within this academic diaspora as a pathway to fostering synergies amidst fragmentation and divisiveness.
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    The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity
    (John Wiley and Sons Inc, 2022) Baykut, Sibel; Erbil, Cihat; Özbilgin, Mustafa; Kamasak, Rifat; Bağlama, Sercan Hamza
    The hidden curriculum, which refers to the ideologies that remain implicit in educational content, is often studied in the context of developed countries with a colonial past where there are efforts to redress the historical injustice of the colonial past. In this paper, we examine the impact of the hidden curriculum on international students in a country with a toxic triangle of diversity. The toxic triangle of diversity describes a context where there is extensive deregulation, voluntarism without responsibilisation of organisations, and absence of supportive organisational discourses for diversity. Most studies of the hidden curriculum have taken place in countries where there are national laws for equality, institutional responsibility to bias-proof the curriculum, and supportive discourses for diversity. Drawing on a field study with nineteen international students (nine in the field of business studies and ten in other subject fields), we demonstrate how the hidden curriculum remains unattended and how it is legitimised through macro-, meso- and micro-level interactions that students have. We show that the hidden curriculum serves to silence different forms of exclusion, loneliness and discrimination that international students experience in the context of a toxic triangle of diversity. We suggest ways forward for undoing the damage done through the hidden curriculum in toxic contexts.