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The persistent outflow of skilled faculty from African engineering institutions undermines academic quality, research output, and long-term development goals. Yet, not all mobility results in a permanent loss; faculty migration can become a channel for knowledge exchange and institutional growth with the proper mechanisms in place. This study explores the dynamics of academic mobility in African engineering faculties, focusing on how brain drain can be transformed into brain circulation. It is among the first to empirically examine Africabased and diaspora engineering faculty and researchers, informing structured brain circulation strategies in African higher education. Drawing on preliminary survey data from forty-one Africa-based and diaspora engineering academics, the study identifies key push factors, including poor infrastructure, low salaries, political instability, and limited research funding. Despite these challenges, strong pull factors emerged, including a shared desire to contribute to Africa's development and a high willingness, particularly among diaspora faculty, to engage in remote teaching, mentorship, and collaborative research. However, engagement remains hindered by institutional barriers, including a lack of outreach, inadequate digital infrastructure, and limited support for virtual collaboration. Participants identified strategic institutional partnerships, access to laboratories, and shared research infrastructure as the most valuable benefits of international cooperation. The study concludes that African universities can enhance faculty retention and global engagement by improving recognition and compensation, investing in digital tools, and formalizing programs for diaspora engagement. These findings support broader efforts to align higher education strategies with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure).
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DOI: 10.1109/weef-gedc66748.2025.11256394
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