Abstract
In the context of globalization and internationalization, more and more students have the opportunities to study abroad which has aroused extensive research on the subject of student mobility. By constructing a typology of student mobility, this article sets out to broaden the analytic framework before focusing on a particular phenomenon of student mobility, namely cross-border intra-ethnic student mobility along the borderline in southwest China. Following a review of the historical progression of cross-border ethnic student mobility, the article reveals that the prevailing theory of student mobility has a limited utility when applied to cross-border ethnic student mobility, which is unique in many respects, especially due to the historically strong ethnic ties which laid the foundation for this specific type of student mobility. Using a mixed quantitative and qualitative analysis, a comparison of four different cross-border ethnic schools further illustrates the heterogeneity within cross-border ethnic education. Geographic conditions and resource constraints are the main factors influencing the functional boundaries of ethnic foundations, which further imply various solutions concerning the sustainability and evolving pathways of cross-border ethnic education. Finally, after discussing the limitations of the current research, some suggestions for future research directions are provided, highlighting the need for more reflection and investigation from multilevel perspectives.
Highlights
Due to the growing globalization and internationalization, nations and regions worldwide are becoming more closely related and interdependent than ever before
Comparison of similarities and differences among the four elementary schools in two counties reveals that two main factors—geographic condition and resource constraint—carry considerable weight in determining whether Myanmar students are desirable or vulnerable from the school’s perspective, both of which are interrelated and interdependent to a great extent
Schools like R1, R2, and R3 that are located in relatively prosperous regions, where Chinese students even relocate from other counties or cities, are less likely to enroll more Myanmar students
Summary
Due to the growing globalization and internationalization, nations and regions worldwide are becoming more closely related and interdependent than ever before. As far as one country is concerned, policies made by governments at all levels, as well as market structures and resources, could influence people’s choices and behaviors nationally but internationally, which in turn could have further impacts on policy-making process and may lead to societal changes to some extent. Since the onset of global financial recession in 2007, many popular host countries, such as the U.S, UK, Canada, and Australia, have been focusing on attracting more and more international students as a cost-effective tool to cope with the domestic financial crisis, as international students often need to pay higher tuition fees than domestic students and have a positive impact to the local economy through their living expenses [5, 6]. For the countries of origin, mobile students could be viewed either as talent lost or the potential human resources
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