Experience of Bangladeshi Academics on Return from Study Abroad

This research examines the post-study abroad experience of Bangladeshi academics who returned to their home country after studying in various Western countries for their MA or PhD degrees. A multitude of studies exist on the study abroad experience of learners in higher education but post-study abroad experience, especially after years of returning, remains an under-researched area. The goal of this phenomenological study was to explore the common experience of academics who had returned from study abroad. Their motives for taking up the challenge of studying overseas, the challenges faced on their return, their contribution, the obligations they felt, the difference in re-entry experience between male and female academics, and stakeholders’ perceptions of the returnee academics were also examined. Data was gathered from two sets of participants: 35 male and female academics working in different private and public universities in Bangladesh and the stakeholders, i.e. members of University Grants Commission, Vice Chancellors and Heads of Departments, the British Council and the American Centre. Phenomenological interviews were used to collect data for the first set of participants and semi-structured interviews for the second. Phenomenological analysis was carried out on the data gathered and data was interpreted in the light of social theories, notably Neoliberalism, Neoliberal Feminism and Social Role Theory. Findings showed that the common experience of Bangladeshi academics returning from study abroad ranges along a continuum from elation to despair. Academic reintegration of the participant academics was affected by, inter alia, resistance to change from colleagues and administration, a politicised higher education system and unhelpful policy while social reintegration revolved mainly around adjustment of family and children. The stakeholders interviewed showed awareness of some of the challenges associated with reintegration but had mixed feelings when asked about fulfilled and unfulfilled expectations from returnees. The study also showed that the experience of reintegration of male and female academics varied considerably, starting from their decision to study abroad to their personal and professional reintegration. The study draws out implications for policy and practice in Higher Education for both Bangladesh and UK