Thesis advisor: Hans deWit / Ethiopia has long been affected by the out flow of its educated citizens. In major host countries, like the United States, the Ethiopian diaspora constitutes a considerable number of highly educated professionals, including those who work in academic and research institutions. Meanwhile, the fast-growing Ethiopian higher education severely suffers from lack of highly qualified faculty. In recent years members of the Ethiopian academic diaspora have been engaged in various initiatives towards supporting the emerging Ethiopian higher education. Yet, these initiatives have been fragmented, individually carried out, and challenged by the lack of a systemic approach, among other things. Further, there are only few studies examining diaspora engagement in the Ethiopian context, much less specific to higher education. The purpose of this research is, therefore, to offer deeper insight into the formation and implementation of transnational engagement initiatives by the Ethiopian academic diaspora. The research explores the motivation for and the modalities of engagement, as well as the enabling and challenging factors. This study employs phenomenological approach and Bourdieu’s Theory of Practice as a lens to analyze data from in-depth interviews with 16 Ethiopian diaspora academics in the US. The research departs from previous works by examining the issues from the perspectives of those who have first-hand experience of the phenomenon. Its findings reveal that transnational engagement among academic diaspora is shaped by complex and multi-layer personal, institutional and broader environmental factors, which transcend common considerations in addressing brain drain. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.