The Importance Of Cross-border Education

In the light of booming globalization and changeable trends, education system has not remained the same either, and it is the internationalization which serves as a main drive to borrow and lend education policies, and to be ranked according to international standards (Kuzhabekova, in press). Due to internationalization the new education trends have emerged, and crossborder education is one of them (Knight, 2014, p. 13). It is no doubt that when we hear crossborder education, we imply student mobility, although, we sometimes forget about other types of mobility, be it program and provider mobility, education hubs, or faculty mobility (Knight, 2014, pp. 13-14). Therefore, exlporing the phenomenon of academic and faculty mobility as part of internationalization

However, it was surprising for me to find out that it is not all roses in Arabic countries, especially, when it comes to academic expatriates. According to Austin et al. (2014), expatriates in United Arab Emirates, although having high financial incentives and conditions, are not that happy about the professional conditions offered in international universities. One of such concerns is the lack of time for research, because foreign faculty there cannot afford to do any research as they are overwhelmed with the teaching workload: “on average 70–80 % of the time of a faculty member is usually spent in teaching-related activities” (Austin et al., 2014, p. 548). Lack of academic freedom was mentioned as another jeopardy to foreign expats ' academic wellbeing, as foreign faculty sometimes are afraid to express their criticism about the university, because “students have been known to go directly to administrators with complaints about faculty members” (Austin et al., 2014, p. 552), due to that reason, expatriate faculty are very cautious about their workplace and afraid to lose it because of saying something