Knowledge Diaspora and Student Behaviour: The Case of Turkish Migrant and Turkish International Students in German Higher

Diaspora engagement contributes significantly to the internationalisation of higher education by facilitating the movement of students and researchers, fostering transnational partnerships and supporting global collaboration. Institutions are urged to support multinational research projects and mobility programmes that enable academic diasporas to bridge international gaps actively (Durak, 2023). Within the German higher education landscape, a diverse tapestry of student communities is unfolding, each facing unique challenges influenced by institutional rules and societal factors. Among these, the Turkish diaspora group stands out as a dynamic and ever-present entity within the German academic milieu. Over the years, the Turkish diaspora has become woven into the fabric of German higher education, comprising both long-established migrant students and a growing community of Turkish international students. However, the intersection of these academic groups has not yet been well-researched. The proposed presentation will explore the behavioural differences between German native, Turkish migrant and Turkish international students in the context of German higher education institutions. Situated within the broader framework of knowledge diaspora policies, this study examines the influence of institutional rules in shaping student experiences and success trajectories. The study uses a mixed-methods approach, combining administrative data from bachelor programmes in mechanical engineering (N=3,290) and electrical engineering (N=2,600) at a German research university with qualitative interviews with bachelor programme administrators. The qualitative findings reveal common challenges faced by all groups of students, highlighting the hurdles in the transition from high school to university life. While local German and Turkish students emphasise the adjustments required for academic life in Germany, international students struggle with the process of adapting to a new cultural and educational environment. A quantitative analysis of course completion rates and module grades reveals different patterns of behaviour between Germans without a migrant background, Turkish migrants and Turkish international students. Crucially, the study suggests that differences in student behaviour and success are more strongly correlated with legal immigration status (resident or international) than with nationality alone. This distinction calls for a re-evaluation of traditional categorisations based solely on nationality. It reveals not only the common challenges faced by international students but also the unique struggles that characterise the Turkish diaspora in German higher education. The study's findings contribute to the discourse on knowledge diaspora policies by highlighting the central role of institutional rules in shaping student experiences and the need for inclusive policies to support knowledge diasporas within higher education institutions. Recommending accessible social events and co-curricular activities for all students, regardless of background, can foster a supportive and equitable learning environment. It argues for inclusive initiatives that transcend language barriers, promote knowledge exchange and strive for equitable learning outcomes for all student communities.