nationality  or  research  origin  was  identified  as  a 
further  key  variable.  The  findings  also  suggest  that 
the  distraction  effects  of  smartphones  vary  across 
study areas and further research is needed. Given the 
results  of  current  research,  it  seems  important  for 
society in general, and especially children and teens 
in schools and classrooms, to learn how to deal with 
potential distractions from smartphones. 
The  fourth  research  entitled  Migration 
Vulnerability:  The  Role  of  Digital  Media  and  the 
Internet  in  Stimulating  and  Inhibiting  Brain  Drain 
(Bhardwaj,  2017)  is  a  contribution  to  theory  and 
literature related to the intensity of brain drain in the 
era  of  digitalization.  Online  browsing  and  digital 
media influence learning and image formation about 
a  place  and  can  stimulate  or  inhibit  migration 
decisions.  Overall,  this  research  identifies  two 
dimensions. The first dimension relates to the role of 
the  internet  and  digital  media  in  stimulating 
migration decision making. The  Internet and digital 
media  increase  geographic  coverage  by  expanding 
regional  migration  possibilities  and  the  number  of 
destinations.  Through  accessibility  to  this  medium, 
even  vague  dreams  about  distant  and  unfamiliar 
places  can  be  quickly  validated.  Information 
distributed  over  virtual  networks  makes  migration 
decisions  easier.  The  increasing  prospect  of 
predicting  the  future  consequences  of  a  particular 
move  has  increased  the  openness  to  thinking  about 
migration  to  previously  unfamiliar  places.  The 
internet  and  digital media  play  an important  role  in 
stimulating dreams and thoughts, leading to concrete 
migration  plans.  Faster  access  to  information 
facilitates  faster  decision-making  processes. 
Distributed  virtual  access  to  related  information 
makes  it  easier  to  make  migration  decisions, 
specifically  the  time  between  the  intention  to 
migrate  and  the  final  decision  to  make  the  move. 
The  second  dimension  of  this  article  is  the 
hampering  role  of  digital  media  and  the  internet 
when used as an open and unfiltered communication 
platform.  Such  information,  if  unreliable  or  biased, 
may  transmit  or  misrepresent  a  perception  of  a 
community  or  country.  Several  ethical  issues 
regarding  digital  media  and  the  internet  that 
influence  migration  decisions  such  as  xenophobic 
viewpoints  and  stereotypes  effectively  distance 
humanity  from  migrants  and  damage  the  image  of 
the destination country or community. 
The  fifth  research  is  entitled  Mitigating  brain 
drain  (Hijden  &  Wende,  2020)  by  connecting 
universities  discusses  three  communication  policies 
that  are  directly  relevant  to  universities:  one 
regarding  the  European  Education  Area,  one 
regarding  the  European  Research  Area,  and  one 
regarding  the  Digital  Education  Action  Plan.  The 
policy report, towards a  2030  Vision on  the  Future 
of  Universities  in  Europe,  will  be  released  soon. 
Earlier  this  summer,  the  commission  published  an 
equally  interesting  communication  regarding  the 
new  European  Skills  Agenda.  Excellence, 
sovereignty,  and  inclusion  feature  prominently  in 
these texts. So, how can mobility fit onto this agenda 
in a post-pandemic world? The COVID-19 recovery 
creates  an  opportunity  to  align  the  EU's  green, 
digital  and  knowledge  agenda.  For  universities  to 
become leaner, cleaner and  provide better jobs, and 
for their  staff  to find  a  better work-life balance,  we 
need to rethink mobility.  Student  and  staff  mobility 
is widely considered to have a positive impact on the 
lives and careers of the  individuals  concerned. This 
is  part  of  the  EU's  general  aim  to  promote  the  free 
movement  of  goods,  people,  services,  and  capital. 
Free  movement  is  expected  to  allocate  talent  to 
places  that  are  most  productive  and  beneficial  to 
everyone.  In  this  way,  universities  and  research 
institutions  will  obtain  the  human  resources  they 
need  to  develop.  EU  programs  such  as  Erasmus+ 
and Horizon Europe encourage mobility. Millions of 
movements  are  proudly  presented  as  European 
success  stories.  We  are  educating  generations  of 
students not only as “European citizens” but also as 
greedy, polluting air travelers. Universities are proud 
to  contribute  their  research  to  addressing  global 
challenges,  such  as  climate  change,  but  few 
universities  limit  the  amount  of  academic  travel 
(tourism)  undertaken  by  their  staff.  The  EU  has 
launched  a Green  Deal, but  ERASMUS and H2020 
are still far from environmentally friendly. Mobility 
can also cause brain drain. Objections to 'brain drain' 
were met with the use of the more subtle notion of 
'brain  circulation'.  But  most  of  the  movement 
occurred from south to north and from east to west, 
strengthening  successful  areas  and  covering  less 
successful areas. From an efficiency standpoint, this 
might not be so bad. The concentration of talent in a 
few  centers  greatly  stimulates  exchange  and 
innovation  in  these  places.  The  flow  of  investment 
capital  and  optimal  use  of  expensive  infrastructure 
can  be  guaranteed.  Well-known  examples  are 
Silicon  Valley  and  the  Boston  area.  In  Europe, 
clustering and concentration are also definite trends, 
both  within  the  country  and  across  the  continent. 
National excellence initiatives are driving this trend. 
Their  European  counterparts,  such  as  the  European 
Institute for Technology (EIT) and more recently the 
European  Universities  Initiative,  are  moving  in  the 
opposite  direction,  with  some  clustering  but  no