Bringing knowledge home: Agency and organizational climate in returnees’ contributions to Mongolian higher education

Enkhtur, Ariunaa; Enkhtur, Oyundelger; Davaajav, Narantogtokh et al.

International Journal of Educational Research, 2025, 133, 102732

Number of Access:11（2025-11-02 05:59 Counts）

Identifier to cite or link to this item: https://hdl.handle.net/11094/102860

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Title
Bringing knowledge home: Agency and organizational climate in returnees’ contributions to Mongolian higher education
Creator
NRID
1000050866564 1000050866564
ORCID
0000-0003-1544-8118 0000-0003-1544-8118
researchmap permalink
Ariunaa_Enkhtur Ariunaa_Enkhtur
Scopus Author ID
57212511517 57212511517
CreatorName
Enkhtur, Ariunaa
CreatorName
Enkhtur, Oyundelger
CreatorName
Davaajav, Narantogtokh
NRID
1000000988561 1000000988561
ORCID
0000-0002-1366-7483 0000-0002-1366-7483
researchmap permalink
gundsam gundsam
Scopus Author ID
57105801500 57105801500
CreatorName
Gundsambuu, Sainbayar
Subject
Faculty agency
Faculty mobility
International education
Organizational climate
Returnee integration
STEM higher education
Transformative learning
Description
Enkhtur A., Enkhtur O., Davaajav N., et al. Bringing knowledge home: Agency and organizational climate in returnees’ contributions to Mongolian higher education. International Journal of Educational Research 133, 102732 (2025); https://doi.org/10.1016/j.ijer.2025.102732.
Abstract
This study examines the contributions of internationally educated STEM graduates sent from and returned to higher education institutions in developing contexts, highlighting their integration and impact within these organizational environments. Using qualitative data collected in multiple phases between 2017 and 2023,it explores the dynamics of individual agency, institutional support, and structural barriers faced by returnees. Drawing on interviews and surveys with 26 unique participants—including 19 MJEED graduates and 7 academic leaders across two Mongolian universities—the study demonstrate that although graduates experience significant professional transformation during their studies abroad, their ability to effectively apply newly acquired knowledge is often constrained by rigid organizational climates, misaligned roles, and limited resources. Nonetheless, returnees proactively leveraged their international networks and formed alliances to advance research and curriculum development. This study highlights the need for higher education institutions to adopt flexible employment practices and foster supportive organizational climates to maximize the potential of internationally educated scholars. In doing so, it uniquely contributes to ongoing scholarly conversations on international education, STEM capacity-building, and addressing institutional inequities in higher education.
Publisher
Elsevier Ltd
Source Title
International Journal of Educational Research
Volume (Issue)
133
Page
102732
Date of Issued
2025-08-08
Language
English
Handle URL
https://hdl.handle.net/11094/102860
PISSN
08830355
Relation.isIdenticalTo
DOI (Publisher Version)
https://doi.org/10.1016/j.ijer.2025.102732
Access Rights
open access
CopyRight
This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
oaire:version
Version of Record
Category
学術雑誌論文 Journal Article