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This study investigates the interrelationships between the components of perceived organisational commitment (affective, continuance and normative commitment) and knowledge sharing (KS) intentions, attitudes and contributions amongst academics. It was hypothesised that organisational commitment has a positive mediating role in KS behaviours.

To reveal the interrelationships between the components of perceived organisational commitment and KS, a correlational research design through path analysis was employed.

There were significant correlations between organisational commitment components and KS. Participants with higher perceived affective commitment had higher levels of KS intentions. Similarly, participants with higher perceived normative commitment had higher levels of attitudes towards KS. However, higher levels of perceived continuance commitment were related to lower levels of expected contributions to KS.

The study was limited to participants working for a state university in Turkey. In Turkish state universities, continuance and normative commitment may be regarded differently due to unique working conditions.

The results revealed that commitment to an organisation facilitates KS in higher education institutions, which suggests that administrators and practitioners should increase organisational commitment to create a working environment with more KS.

Although organisational commitment and KS have been investigated in educational settings previously, this study contributes to the literature by discovering the specific interrelationships between these factors, offering a more complete picture that could be beneficial for practice.

Migration has become a challenging issue in the field of education and an ongoing crisis for many countries. The migration crisis and education have a reciprocal relationship in that the influx of migrants puts a strain on educational systems, particularly regarding resources, funding, and linguistic and cultural differences. However, education can play a crucial role in addressing some of the challenges associated with migration, such as the need to integrate, skill acquisition and cultural awareness in host countries, as well as brain drain in the countries of origin. It is crucial to investigate how education can both address the problems caused by migration and maximise its potential for sustainable development. This chapter targets analysing relevant scholarship and aims to illustrate the broad patterns of relevant scholarly sources on migration in the field of education indexed in the Web of Science between 2015 and 2022, explore their collaboration trends, and reveal the conceptual structure of these studies in the context of international sustainable development. A bibliometric methodology is employed for the exploration and analysis of the publications; 991 studies on migration in the field of education are descriptively analysed in terms of distribution of publications with their citations, topics at the micro level, journals, and the number of authors contributing to these papers. The results contribute to picturing the characteristics and collaboration trend of the scholarly sources on migration in the area of education as a challenging disabler or a driving force that contributes to societal development within the scope of international sustainable development.