Which (Im-)Mobility, for Whom and When? : Exploring Power Geometries in the Post-Migration Mobility Trajectories of Highly Skilled Turkish Nationals in the Nordics

This article explores the complexities of (im-)mobility among highly skilled professionals from Turkey residing in the Nordic countries. Drawing on 71 in-depth interviews (2020–2023), it analyzes how power geometries – shaped by citizenship status, employment conditions, and immigration regimes – differentially structure access to mobility. The findings reveal a mobility paradox within this group: while their career advancement or temporary labor market positions require continued geographical mobility, they simultaneously pursue long-term settlement in the Nordics to obtain EU citizenship. These findings challenge dominant portrayals of skilled migrants as globally mobile elites and instead demonstrate forms of forced or strategic (temporary) immobility

Border and Bordering Practices in an EU “Buffer Zone”: The Case of Serbia: Serbia’s Role in Border Governance and Migration Diplomacy in an EU Context

The geographical expansion of the EU migration policies toward candidate countries in the Western Balkans is reshaping perceptions of borders—both as physical realities and socio-political constructs. Drawing on insights from the Critical Border Studies (CBS) framework, this article explores the externalization of migration and border management in the Western Balkans, with a particular focus on Serbia\u27s central position along the Balkan route. It examines Serbia\u27s role in border and migration governance beyond the asymmetrical dynamics of the EU accession process, considering the political and economic advantages of its \u27buffer zone\u27 status—where it safeguards the EU’s external borders while leveraging this position as a tool of migration diplomacy

Drifting in Dark Waters: Mediterranean Boat Journeys Between (In)Visibility and Presence: Navigating Liquid Borders in a Global Web of Power

Boats carrying people fleeing across the Mediterranean sea often depart at night. The boats are not visible to the authorities, or other vessels traversing the same space. But it is this same play on (in)visibility that enables these journeys of hope across borders. Last year over 150,000 people made it successfully across the central Mediterranean Sea. This figure does not include those that perished or others who were pushed back. In this article I interweave travellers’ personal experiences with the social and political processes traversing this liquid border/space in an attempt to capture a snapshot of the various layers of these boat journeys. This will allow me to draw out the paradoxes of (in)visibility and presence, and resistance and subjugation, and therefore locate these invisible boats and journeys in the web of global, geopolitical and historical processes that converge in this historical juncture reminiscent of Arendtian ‘dark times’.&nbsp

MOTIVATORS FOR EXTRACURRICULAR RESEARCH PROJECT PARTICIPATION AND PERSPECTIVES OF INTERNATIONALISATION: : CRIMINOLOGY STUDENTS’ PERSPECTIVES OF VERTICALLY INTEGRATED PROJECTS AT MALMÖ UNIVERSITY

Research-based teaching methods foster an environment that cultivates new knowledge to tackle real-life challenges. Vertically Integrated Projects (VIP) utilise this pedagogical approach to promote collaboration among students and researchers in multidisciplinary teams at the faculty level. This supports the development of soft and hard skills, teamwork, and leadership abilities. However, VIP is not easily accessible for international students in non-English-speaking universities due to language barriers and structural constraints. The present study employs a qualitative focus group method to explore the motivations and barriers faced by Criminology master’s students in participating in extracurricular activities like VIP, their perspectives on international opportunities at Malmö University, and whether VIP could enhance internationalisation. The findings indicate that students recognise the benefits of VIP and extracurricular activities; however, various factors, including misconceptions, affect student participation. Moreover, a desire for international collaborative research was expressed.Forskningsbaserade undervisningsmetoder främjar en lärandemiljö som utvecklar nya kunskaper som kan användas för att lösa utmaningar i det verkliga livet. Vertically Integrated Projects (VIP) sätter denna undervisningsform på sin spets och möjliggör för studenter att arbeta tillsammans med forskare och andra studenter från olika utbildningsnivåer att bedriva forskning i multidisciplinära arbetslag på fakultetsnivå. Detta främjar utvecklandet av hårda (ex. metodteknisk kunskapsutveckling) och mjuka (interpersonell utveckling och kommunikation) färdigheter såväl som teamwork- och ledarskapsförmågor. VIP har upplevts ha en begränsad tillgänglighet för internationella studenter vid universitet i icke-engelskspråkiga länder på grund av språk- och andra strukturella barriärer. I denna studie genomförs en kvalitativ fokusgruppundersökning för att utforska motivationer och barriärer för kriminologistudenter i ett internationellt masterprogram att delta i aktiviteter utanför programmet, såsom VIP, studenters upplevelser av internationella möjligheter, samt reflektioner om huruvida VIP skulle kunna bidra till internationalisering vid Malmö universitet. Resultaten visar att studenter kan se fördelarna med VIP och aktiviteter utanför programmet, dock lyfts andra faktorer som påverkar studenters deltagande vilka diskuteras i föreliggande studie

Doctoral Supervision: A Reflection Matrix for Process and Progress

Successful doctoral studies rely heavily on the quality of supervision, particularly the relationship between supervisor and doctoral student. This relationship influences both the doctoral process and the final product—the completed thesis. Prior research indicates that supervisory alliances play a critical role in doctoral completion, with insufficient supervisor support often cited as a key factor in student attrition. To assist supervisors, especially those new to the role, this paper proposes a structured yet flexible reflective checklist. Grounded in two systematic reviews, the checklist combines five key supervisory dimensions—relationship, domain/research knowledge, pedagogical competencies, functional aspects, and methodological understanding—with both external (e.g., departmental structures, financial opportunities) and internal (e.g., motivation, academic identity) factors affecting doctoral progression. This framework encourages supervisors to continually examine and refine their practices, thereby fostering an environment that supports effective doctoral training. Ultimately, the reflective checklist serves as a customizable tool to prompt ongoing awareness, adaptation, and development in supervisory practice.Framgångsrika doktorandstudier är i hög grad beroende av kvaliteten på handledningen, och särskilt förhållandet mellan handledare och doktorand. Denna relation påverkar både processen under forskarutbildningen och slutprodukten – den färdiga avhandlingen. Tidigare forskning visar att en välfungerande handledningsrelation är avgörande för att doktorander ska slutföra sina studier, och otillräckligt stöd från handledaren lyfts ofta fram som en nyckelfaktor till avhopp. För att stötta handledare, särskilt de som är nya i rollen, föreslår denna artikel en strukturerad men flexibel, reflekterande checklista. Med utgångspunkt i två systematiska översikter sammanför checklistan fem centrala handledningsdimensioner – relation, ämnes-/forskningskunskap, pedagogisk kompetens, funktionella aspekter och metodologisk förståelse – med både externa (t.ex. institutionella strukturer, finansiella möjligheter) och interna (t.ex. motivation, akademisk identitet) faktorer som påverkar doktorandernas framsteg. Detta ramverk uppmuntrar handledare att kontinuerligt granska och förfina sin praktik, vilket i sin tur skapar en miljö som främjar en framgångsrik forskarutbildning. Den reflekterande checklistan fungerar slutligen som ett anpassningsbart verktyg för att främja löpande medvetenhet, anpassning och utveckling av handledningspraktiken

Border(ing)s. A Border-Studies Perspective: Bringing Migration Studies and Border Studies into a Fruitful Dialogue

In both migration studies and border studies, borders are often unquestioned and taken for granted. Increasingly, however, borders are seen as resulting from or resulting in processes and ‘performing’ as powerful agents. Therefore, in this paper, I discuss the border – or, more precisely, the process of bordering – as a common object of research, breaking it down into two steps from a border-studies perspective. First, I approach border(ing)s from different angles relevant to migration studies in order to illustrate how borders can be thought of and understood processually. Using this approach as a basis, I then discuss the epistemological bordering turn and its further developments from a conceptual point of view and present selected approaches to border(ing)s. I then show that progressive border studies no longer assume borders to be marginal conditions of the research setting but rather places them at the center of interest as composite structures. In doing so, migration studies and border studies will not be played off against each other but rather brought into a fruitful dialogue

Oavsett ställningstagande i sak: Hur paradigmskiftet i svensk migrationspolitik tar sig i uttryck i rättsliga dokument

  I denna artikel analyseras det pågående paradigmskiftet i svensk migrationspolitik genom en studie av hur den nuvarande regeringen i sina direktiv till statliga utredningar i ökad utsträckning kräver utredare på lagförslag oavsett vilka sakliga ställningstaganden de gör. En granskning av samtliga kommittédirektiv som innehåller formuleringen ”oavsett ställningstagande i sak” visar på den förskjutning som skett från expertbaserad lagstiftning till en mer politiskt styrd rättsutveckling, där evidens och rättssäkerhet får stå tillbaka för politiska mål. Exempel från aktuella utredningar illustrerar hur rättigheter för särskilt migranter, såsom papperslösa och asylsökande, riskerar att urholkas i denna process då en saklig grund inte längre alltid är nödvändig när nya lagar tar form kring frågor som främst rör dessa grupper.&nbsp

Why the Bias within Ukraine towards Forced Emigrants in the EU is Debatable and Risky: A Commentary

The Russian aggression forced millions of Ukrainians to flee their homes in search of safety outside Ukraine. Europe took most of the refugees – 6.3 million out of almost 7 million recorded globally. In this context, the return of millions of refugees to Ukraine will largely determine its socio-economic recovery in the post-war era. However, re-emigration en masse may be challenged due to the growing tension within Ukrainian society with those in Ukraine making intolerant remarks about compatriots abroad. Hence, the article points to media examples of bias towards Ukrainian forced migrants on the part of the general public and authorities. It is argued that such attitudes are often groundless and may also have adverse implications for the future return of Ukrainian refugees and upcoming reconstruction of the war-torn country. It is emphasised that the government should mitigate such tension between Ukrainians in and outside Ukraine by all available means. Otherwise, millions of Ukrainians may remain in exile even after the end of hostilities

The Grey Zone and Liminality as Complementary Conceptual Approaches for Border and Migration Studies: Capturing Structural Ambiguities and Migrants’ Experiences of Border Regimes

The article explores the analytical value of the concepts of the grey zone and liminality for border and migration studies. It argues that the concepts can be used in a complementary way in order to highlight the interrelationship between structural and individual dimensions of migration: The concept of the grey zone makes the institutional production of ambiguous and often discriminating legal and political spaces visible. Liminality  highlights the spatial, social, temporal and legal in-between-ness of migrants and captures demonstrations of  agency even under restrictive regimes

Reflections on Using Interactive Engagement Applications in Higher Education Accounting Courses

This reflective article explores the use of audience response software (ARS) in higher education accounting courses – namely Wooclap. Based on personal teaching experiences, the article explores the use of ARS to enhance student engagement and active learning. These experiences include teaching in an online environment during the COVID-19 pandemic at Dalarna University and in physical classrooms at Malmö University. Together, these contexts demonstrate the versatility and effectiveness of ARS in different educational settings. The author reflects on the pedagogical benefits of integrating ARS as an interactive application, noting that it facilitates real-time feedback, encourages student participation, and supports a constructivist approach to learning. The article also addresses the limitations of Wooclap, including its unclear impact on student attendance and performance. Although Wooclap and similar ARS have proven effective in enhancing engagement, their long-term benefits may diminish over time, indicating a need for further research and alternative strategies to maintain student involvement. The findings contribute to the broader discourse on technology-enhanced learning (TEL) in higher education, emphasizing the critical role of interactive applications in creating a more engaging and responsive learning environment.Denna reflekterande artikel undersöker användningen av Audience Response Software (ARS) i högre utbildning inom redovisningskurser – specifikt Wooclap. Baserat på personliga undervisningserfarenheter utforskar artikeln hur ARS kan användas för att öka studenters engagemang och aktivt lärande. Dessa erfarenheter inkluderar undervisning i en online-miljö under COVID-19-pandemin vid Högskolan Dalarna samt i fysiska klassrum vid Malmö universitet. Tillsammans visar dessa kontexter på ARS:s mångsidighet och effektivitet i olika utbildningsmiljöer. Författaren reflekterar över de pedagogiska fördelarna med att integrera ARS som en interaktiv applikation och noterar att det möjliggör återkoppling i realtid, uppmuntrar studentdeltagande och stödjer ett konstruktivistiskt lärande. Artikeln behandlar även Wooclaps begränsningar, inklusive dess oklara påverkan på studentnärvaro och prestation. Även om Wooclap och liknande ARS har visat sig effektiva för att öka engagemanget, kan deras långsiktiga fördelar avta med tiden, vilket påvisar behovet av ytterligare forskning och alternativa strategier för att upprätthålla studenternas delaktighet. Resultaten bidrar till den bredare diskussionen om teknikförstärkt lärande (TEL) inom högre utbildning och betonar den viktiga rollen som interaktiva applikationer spelar för att skapa en mer engagerande och responsiv lärmiljö