“But I Am (not) from…”: A Qualitative Analysis of Intragroup Self-Differentiation Processes Among International Degree Seeking Students in Germany

Abstract

AbstractStudying abroad has become an educational path that many higher education students strive for worldwide. The number of higher education students enrolled outside their home country has risen considerably in recent years (DAAD and DZHW 2019). Even though international students are discursively constructed as a homogeneous group, higher education policy in Germany distinguishes between several subgroups. These individuals may differ from each other to a large extent in terms of study motivation, access pathways, preparedness, legal, financial, institutional constraints as well as in how they experience higher education. Extensive research has been carried out to understand the challenges and experiences of international students. Nevertheless, in most cases the analyses have focused on selected subgroups either from specific countries, social classes or even cultural backgrounds separately. This article addresses a mostly unexplored issue in the field of higher education research which is intragroup self-differentiation processes that international students experience. It is based on a qualitative content analysis of statements made by international students in the context of the joint research project “Success and withdrawal of international students in Germany (SeSaBa)”. The article discusses how international students negotiate multiple labels as they try to integrate into German higher education and society at large. This discussion will contribute to the debate on what higher education institutions can learn from a comprehensive consideration of their international students’ diversity.KeywordsStudent mobilityStudent experienceHigher education internationalizationQualitative research