Addressing the main motivations for developing international careers
The prior motivation about mobility involves jobs or educational plans because highly-skilled professionals perceive opportunities for professional and personal development. Students and early workers reinforce internationalisation in the transition period from university to tertiary education (Kley & Mulder, 2010). Moreover, both pre- and post-doctoral mobility are compulsory for progression in academic careers, thus forcing male and female scientists into mobility. At universities, mobility of at least three months is highly recommended for obtaining a permanent position in Spanish academia. This is the pattern of the majority of scientists in academia regardless of their gender (González & Malpica, 2013). Women in the present study also offered this explanation about why they went in the first place, but also expressed highly positive experiences living abroad, travelling for short periods in summer schools, temporary jobs or exchange programmes like Erasmus and Leonardo. Consequently, they decided to spend more time abroad and figured out a way to accomplish this goal. Senior women spent more time after their children grew up or their marriages failed, but this was not generally their first experiences. Women are proactive in searching for grants or jobs so that they can spend longer periods of time abroad and take greater advantage of the mobility experience. Visas are not necessary and financial support is easier for Spanish people moving within the EU, while nationals from Third Countries usually move supported by international networks around the world (Kou & Bailey, 2014).