Abedtalas, Musallam2020-08-202020-08-202018https://hdl.handle.net/20.500.12514/2271Purpose – The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community. Design/methodology/approach – The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design. Findings – Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile. Research limitations/implications – While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile. Practical implications – The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design. Originality/value – The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contextsenDOI 10.1108/IJCED-06-2018-0013info:eu-repo/semantics/openAccessSyria, Higher education, Exile, CollaborationArticle203/4132147