Professional Development for Academics in Exile: A Case Study of Syrian Academics in the City of Gaziantep, Turkey

The war and ongoing crisis in Syria have compelled thousands of academics to flee their homeland, confronting them with severe hardships in exile. These challenges have undermined multiple aspects of their academic identity and skills, eroding the substantial human capital they represent and limiting their potential contributions to the reconstruction of higher education in Syria and the stabilisation of their communities inside and outside the country. Despite the severity and urgency of these challenges, and growing interest in Syrian academics' predicament among international scholars, there remains a shortage of studies conducted by Syrian academics themselves.

In this study, writing as an exiled Syrian academic, I offer an insider's perspective into the situation of Syrian academics in exile in Gaziantep, Turkey, a city located close to the Syrian border and home to the largest concentration of displaced Syrians in Turkey.

This qualitative research study adopts a constructivist paradigm and utilises a case study methodology, guided by Robert Stake's (1995) perspective. Insights are drawn from individual semi-structured interviews (n=24), three focus group discussions (n=23), and continuous participant observation. The findings reveal the impacts of the participants' academic journeys on their current strengths and limitations, highlighting a broad spectrum of both academic and non-academic assets and needs. Additionally, my research underscores the absence of a cohesive academic community among Syrian academics in Gaziantep and articulates their aspirations and proposals to build and nurture such a community. Furthermore, it points out the scarcity of support from the academic community in the host country and the international academic sphere, with some notable exceptions.

The study highlights the critical need for targeted initiatives that leverage the assets of Syrian academics in exile and address their specific needs, thereby preserving their intellectual capital and facilitating their ongoing contributions to academia and society. It provides essential insights for key stakeholders, including policymakers, educational organisations, and funding agencies, enabling them to make informed decisions and develop more effective support strategies. These insights are crucial not only for Syrian academics but also for addressing the broader challenges faced by academics in similar situations worldwide. Finally, I present some workshop tools and frameworks, informed directly by the findings of this research, for strategic planning and community-building with displaced or otherwise marginalised academic communities.