Abstract
Universities constitute the most mobile workforce in the Global North (Cohen et al. 2020), with international mobility is entrenched across different academic communities (Heffernan/Jöns 2013; Jonkers/Cruz-Castro 2013). For students, mobility is an invaluable means to learn about the world as well as an asset that improves hiring prospects, as many employers value the "international experience" of exchanges, international degrees, or internships. For PhD students and early career scholars, mobility fosters a strong international research network and visibility. For senior scholars, mobility is the basis for international co-publications, joint research grants and executive education opportunities. This mobility, however, comes at a price. Scholars have not only criticized the negative environmental impact of excessive mobility (e.g. Gill 2020), but have also pointed out the negative physiological, psychological, emotional and social effects of hypermobility (e.g. Cohen/Gossling 2015). Yet others highlight issues of inequality, accessibility and, ultimately, scientific knowledge production (Parker/Weik 2014).