International academic mobility: motivation and adaptation problems of young scientists from Russia and Europe

Article analyses motivation and adaptation problems of young Russians and Europeans who participated in international academic mobility. The study was conducted since 2014 by qualitative methods - focus groups and semi-structured interviews. The results of the study show that along similar motivation and adaptation problems indicated by participants of the study, contextually it is different experience. The study reveals problems that Russian universities should address to be more attractive for European students and scholars. Russian Federation and European countries pursue internationalisation policy that formally could be considered as similar, although there are essential differences in the way it is implemented. All respondents - Russian and European, put affront professional goals for the academic mobility - to receive new knowledge or to approbate received knowledge that would help them in their further professional growth. Without exception respondents talked about positive professional experience, that they received, and that would be useful in their professional carrier. Respondents referred to additional motives for the mobility that were connected with general orientation towards international character of their profession and personal motivation. The success of mobility requires some personal characteristics that are important a person who is ready for 'travel': curiosity, desire to learn about other countries, peoples and cultures. Our study demonstrated that there is no linear correlation between previous mobility experience and evaluation of academic mobility in Russia or in Europe. Extensive international experience in Europe could create expectations of easy and fast adaptation in Russia. Unfulfilled expectations could cause frustration exactly because of previous experience and this caused complains towards Russia as a country to be difficult to live in and to study. Sometime adaptation problems originated from personal specifics of the very person and it was important when a person understands this and finds ways of dealing with such problems. Foreign universities that pursue active internationalisation normally create special programs aimed at providing logistic, cultural and language assistance to international students, including psychological aid. Russian universities should examine this experience. Good language skills were important factors for adaptation. Those European students who have good Russian language skills, didn't mention adaptation problems, they easily integrated, found friends and improved their knowledge and skills. The same is true for Russian students. At general Russian students were more positive regarding organisation of academic process, university's administration system and communication with teaching staff at European universities. European students on contrary often criticised organisation of education process, administration system of international mobility at Russian universities.

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