Higher education and student mobilities from the Global South: Exploring student motivations, experiences, and outcomes

This Special Issue was conceived and developed following a series of international conferences held in Asia, with a particular focus on critically reflecting upon higher education development in the region from broader social and political economy perspectives. Some of the papers in this Special Issue were selected from presentations in the East Asia Social Policy (EASP) Research Network Conference successfully held in Taiwan in 2018, while others were chosen from international events held at Lingnan University in Hong Kong presenting critical reviews and reflections on internationalization, marketization and graduate employment of higher education in Asia. This introductory article puts the discussions of the selected papers in this issue in context, with critical reflections on the key issues being examined in these papers. The Special Issue is published when the world is still confronting the unprecedented global health crisis resulted from the outbreak of the COVID‐19 pandemic. This article discusses the higher education development trends in Asia through the massification, diversification and internationalisation processes in transforming the higher education system and examines how these development trends are affected by the COVID‐19 crisis.

Over the quarter century from 1950 to 1978 the number of tertiary-level students studying in foreign countries increased from 107,589 to 842,705-nearly eight times.' Between 1968 and 1978, the most recent 10-year period for which data is available, the increase was nearly 250 percent. If a straight-line projection is fitted to past numbers, overseas students will number nearly 21/2 million by the year 2000. From a quantitative standpoint, studying overseas has become important only since World War II. During the early postwar years, the number of overseas students remained constant and was a modest proportion of the total number of students in the world's rapidly expanding higher educational institutions. However, in recent years, while the rate of increase in numbers of overseas students has been high, the rate of increase in numbers of places in the world's higher educational institutions has begun to level off. Thus, since the early 1970s, the number of overseas students as a percentage of all students in the world has increased somewhat: from 2.0 percent in 1968 to 2.3 percent in 1978. Though many observers have commented on the rapid postwar increase in the number of overseas students, few have tried to explain that increase, and no serious attempts have been made to explain the considerable national differences in the numbers of students from other countries in

Brooks, R., & Waters, J. (2011). Student Mobilities, Migration and the Internationalization of Higher Education. New York, NY: Palgrave Macmillan. Pages: 208. Price: 100.00 USD (hardcover). ISBN 9780230578449Current research investigating international student mobility tends to focus on economic factors and government policies. Student Mobilities, Migration and the Internationalization of Higher Education departs from this trend by looking at internationalization of higher education from students' perspectives. Drawing on case studies of international student mobility from East Asia, mainland Europe, and the UK, the authors have developed a strong analysis on the relationship between the internationalization of higher education and the understanding of student mobility. Informed by key conceptual ideas and discourses associated with employability, cultural capital, social reproduction, and cosmopolitan identities, this book is a timely investigation of the changing patterns of international student mobility. With the majority of educational research examining student flow from countries in East and Southeast Asia to Anglophone destinations, the authors take a unique position by considering the perspectives of students who come from continental Europe and the UK.According to the authors student mobility is changing direction, from inward migration to outward migration for some Anglophone countries. They also point out that countries such as China and India, which used to be main senders of students, are now attracting students from overseas. The analysis of the changing nature of student mobility is developed through eight chapters.The introductory chapter highlights relevant literature and explores the link between neoliberalism, globalization, and education. The authors survey literature around highly contested concepts such as neoliberalism and globalization, and suggest that these two terms should be problematized and kept analytically distinct. By clarifying the distinctions between empirical facts, ideology, and the social-imaginary natures of globalization, this chapter also briefly introduces some key conceptual ideas that are explored in more depth in the later chapters.Chapter 2 addresses the policy context of contemporary student mobility in higher education at the international, regional, national, and local levels. While many researchers and scholars argue that globalizing pressures and the influence of transnational organizations have fundamentally changed educational policy and practice, the authors contend that individual nations still retain considerable decision-making powers.Chapters 3 through 5 provide strong empirical evidence on the student experiences from East Asia, mainland Europe, and the UK. Although examining a similar group of young students seeking higher education in an overseas environment, these chapters point to a very different picture for each individual region. The authors maintain that students from East Asian countries such as China, Malaysia, Singapore, and Japan are motivated by the potential to accumulate social and cultural capital. On the other hand, students from mainland Europe are motivated by broader economic and political considerations, such as instilling a particular type of European identity. While suggesting that the motivations for students from the UK who study abroad are less clear, the authors do illustrate the privileged nature of the experience of UK students seeking overseas higher education.Chapters 6 and 7 highlight key themes emerging from the analysis of the preceding case studies. In Chapter 6 the authors explore the emergent geographies of student mobility and introduce a distinctive geographical perspective into their analysis of it. In Chapter 7 they reflect on the changing nature of higher education within the context of internationalization. Drawing on the earlier case studies, this chapter explores the internationalization of higher education by looking at different aspects of societal change. …

Analyses of the interrelated mobility of students and the highly skilled that consider its implications for fiscal policy, higher education financing, and economic development. The mobility of students in developed countries has dramatically increased over the last fifty years. Students do not necessarily remain in their countries of origin for higher education and work; they might be born in one country, attend university in a second, and find employment in a third. In this book, contributors from Europe, North America, and Australia examine the interrelated mobility of university students and the highly skilled, and its consequences—in the country of origin, in the host country during studies, and in the work destination country—for fiscal policies, the financing of higher education, and economic growth. Taking a variety of approaches, including formal modeling and econometric analysis, the contributors first examine evidence of the interrelationship between the mobility of students and graduates, especially researchers; investigate free-riding problems associated with mobility, including the provision and funding of public higher education; and address the effects of education policy on human capital accumulation and economic development, offering recommendations for well-designed policies in the presence of migration of talents. Contributors Nicholas Barr, Elena Del Rey, Susana Elena-Pérez, Gabriel J. Felbermayr, Ana Fernandez-Zubieta, Luisa Gagliardi, Marcel Gérard, Alexander Haupt, Tim Krieger, Thomas Lange, Elisabetta Marinelli, Richard Murphy, María Racionero, Isabella Reczkowski, Silke Uebelmesser, Linda van Bouwel, Reinhilde Veugelers, David E. Wildasin

Over the past decade, the study of international student mobility and migration in higher education has become increasingly popular among scientists from different disciplines (see e.g. Pisarevskaya et al. 2019). As a consequence, studies from a range of different scientific fields have now covered a wide array of aspects related to the decision to go abroad, international students’ experiences abroad as well as the outcomes of students’ mobility experiences. This special issue particularly aims to contribute to our knowledge on the experiences of international students abroad, and more specifically their academic and social integration at the host institution and in the surrounding community.

This book develops a comprehensive understanding of the motivations and experiences of students who choose to study abroad for the whole or part of a degree. It includes case studies of students from

University cooperation is a major concern in North Africa as in the rest of the world. Indeed, the cooperation of the universities of these countries with their counterparts abroad is very active. The number of actions identified for the countries of North Africa is higher than that recorded for the countries of sub-Saharan Africa as a whole. This means that these countries have thirsted for openness to the world and knowledge. Several partnership programs fund cooperation actions with higher education institutions in North Africa and encourage student mobility, which is a source Enrichment for the education system. In North Africa, the mobility of students, researchers and staff constitutes a great wealth for the education system and one of the essential dimensions of the internationalization of higher education. Student mobility is of great importance at the heart of the missions and strategic plans of universities, as an essential criterion to take into account from the point of view of the evolution of the university system. It is seen as a policy instrument that globally links higher education systems and promotes the flow of talent and the development of a highly skilled workforce. Mobility presents crucial issues not only in the academic Also in the education of citizens open to the world and to society. As a result, international mobility is a linguistically and culturally essential experience for students, but it is a discontinuity in their academic curriculum. International mobility is favored by states; it is a wealth both for countries of departure and destination This article analyses the incoming and outgoing mobility of foreign students from and to the countries of North Africa. This mobility is massive; its rate is notoriously one of the highest in the world since the late 1980s. It involves interactions between students and researchers at international level and it is also a vehicle for knowledge exchange and a criterion for developing the potential for research and innovation, and Improvement of the performance of the higher education system in North Africa. This article also provides the basis for a cooperative information system capable of managing the inbound and outbound student mobility flows of these countries.

Dental Education in Europe

Student mobility is one of the most important indicators to reflect institutional internationalization in a sustainable higher education system. Student mobility issues have been addressed in previous studies, and the phenomenon was discussed in association with related factors persistently. Since higher education sustainable development has received much scholarly attention, monitoring student mobility flows to adjust international strategies is necessary. This study explored practical approaches to detect student mobility flows in the process of higher education expansion. Targeting Taiwan’s higher education system as an example, we addressed the topic of system expansion and the core issues of student mobility. Target series data were collected from 1950 to 2021, including the economic growth ratio, GDP per capita, higher education enrollment, gross enrollment ratio (GER), and the number of inbound and outbound students. The data were transformed with index formats, for example, the economic growth ratio, enrollment increasing ratio (IR), and net flow ratio. The cross-correlation function (CCF) and autoregressive integrated moving average (ARIMA) were used to determine the correlations of the series data and their future trends. The findings suggested that the system expansion, with GER and IR, might reflect fluctuated student mobility in economic growth. This study confirmed that the time series approaches work well in detecting the phenomena of higher education expansion and their effects on student mobility flow in the future.

This research investigates how migration infrastructure facilitates worldwide student mobility within the broad scope of higher education internationalization, together with a specific focus on Universitas Mataram, Central Eastern Indonesia. Despite the push for international education through National KPI Universities (IKU) , universities in peripheral regions often face significant architectural obstacles to access the above opportunities. Taking the notion of migration systems, the study examines the ways in which institutional arrangements, actors, and practices interact to shape student mobility experiences. By using migration infrastructure concept,Student mobility and internationalization the analysis shows that during internationalization efforts to facilitate cross-border connectivity, their results are unevenly distributed The occurrence of Universitas Mataram reveals the same constraints and the development of the building of the local educational migration nerve pathway. This study found three-part analysis: a) migration infrastructure for student mobility at University of Mataram, b) pattern and form of student mobility, c) Adaptation of internationalization of higher education by supporting migration infrastructure at University of Mataram. These discoveries add to our understanding of the ways in which periphera.l higher education institutions are able to negotiate national mandates and local difficulties to participate equally at global level.

PurposeThis paper explores the issue of developing and enhancing intra-ASEAN international student mobility given the context of ASEAN integration, regionalization of ASEAN higher education and the various intra‐ASEAN student mobility schemes currently implemented.Design/methodology/approachIt explores higher education policies, available higher education and international student mobility data, as well as the various intra‐ASEAN (and relevant) student mobility schemes to present the current status of intra‐ASEAN student mobility, challenges and opportunities to further enhance student mobility within the ASEAN region.FindingsAside from showing that intra‐ASEAN student mobility is significantly low compared to outbound student mobility from ASEAN countries, the paper also highlights the relationship between a country’s income status with choice of intra‐ASEAN or extraASEAN student mobility. Finally, it recommends developing a comprehensive intra‐ASEAN mobility scheme taking the merits of the various intra‐ASEAN mobility schemes currently implemented and guided by developments in the European ERASMUS mobility programs.Originality/valueThis is probably the first (in fact, it is an exploratory) paper that address the issue of intra‐ASEAN international student mobility, which aims to explore relevant issues to address the development of a comprehensive ASEAN mobility scheme.

In the context of China’s opening-up of its Higher Education (HE) and the intensified cooperation between the UK and China’s HE sectors, this paper offers an exploratory analysis of International Student Mobility (ISM) through the lens of the everyday life and study experiences of British students’ mobility to China as part of the Generation UK-China programme. By adopting a wholly inductive, qualitative and interpretive approach with a small sample of qualitative interviews, we interpret the data collected through a relational space lens. Thematic analysis shows how these students engage in processes of transformation both of themselves, and of the host space(s) that they actively inhabit, through their multiple engagements and intra-actions with people, places, institutions and discursive objects. We argue that adopting a relational space perspective helps to think differently about the ‘reverse’ student mobility flows from traditional host countries to emergent host countries, by attending to the richness and heterogeneity of individual voices and stories that shape ISM experiences. We also make practical suggestions about acknowledging and working with students’ diversity and appreciating students’ own agency, especially in the context of ‘reverse mobility’.

Student mobility often is perceived as a relatively well-documented growth trend of a phenomenon mostly viewed a highly desirable. A closer look, however, suggests that information is shaky in many respects and does not confirm consistent growth according to various criteria and measures. The purposes of mobility vary and also the respective opportunities and problems. An in-depth analysis of the various objectives, trends, experiences and outcomes is timely when higher education is viewed as rapidly globalizing and when the programme of higher education in Europe, the Bologna Process, is expected to make higher education in European countries more attractive for students from other parts of the world and to facilitate intra-European student mobility. The conditions, processes and outcomes vary strikingly, if student mobility is vertical, that is, moving towards economically more advanced and academically superior systems, or horizontal, that is, between countries or institutions of more or less equal level of academic quality. This holds true as well depending whether mobility is intended to cover the whole degree programme or to be temporary, the latter for example in the framework of the popular ERASMUS programme. Figures on student mobility tend to lack precision because they often register only the nationality of students and to be incomplete with respect to temporary mobility. Absolute growth is a matter of fact, temporary mobility within Europe increases, and Europe hosts increasing proportions of foreign students, but the proportion of foreign or mobile students worldwide is stagnant. Temporary student mobility within Europe contributes strongly to an increasing reflective mind of the participant students. The academic and professional value is most highly appreciated by students from Central and Eastern European countries; overall, this value seems to decline amidst modern societies and higher education institutions becoming more international in many respects. Both the Bologna Process and the general globalization trend seem to support student mobility in some respects but to set new barriers in other respects.

The aim of this article is to analyse political rationales for promoting student mobility in Europe and discuss these in the light of individual experiences of mobile students. Since the creation of the ERASMUS programme in 1987, student mobility in Europe has been the subject of unusual political promotion. More recently, in the context of the Bologna process, the goal of increasing student mobility has been reaffirmed by various higher education actors. Student mobility is thought to be both a component of the European Higher Education Area and one of its outcomes. Beyond this apparent widespread acceptance, we examine, on the one hand, underlying legitimating ideas and rationales that accompanied the institutionalisation of student mobility by the European Commission and a regional French authority. We also discuss the extent to which drives for mobility and outcomes at the individual student level are in line with the political perceptions and expectations of the above‐mentioned institutional actors.

The article substantiates the priority tasks of reforming the system of higher education in Ukraine; the current state of higher professional education and its tasks are highlighted; the principles of modern European education are highlighted; components and functions of the organization of the educational process in institutions of higher education; emphasis is placed on the development of professional and pedagogical skills of pedagogical workers. The author emphasizes that one of the main principles of modern European education, which is responsible for the quality of training and the acquisition of professional competences, is the mobility of students and teachers today. It is noted that the influence of integration processes, the growing role of globalization necessitate the use of international educational standards in the field of education, and the training of teaching staff, their professional improvement is an important condition for the modernization of higher education. Peculiarities of the professional training of the future teacher at the current stage of formation of higher pedagogical education have been studied, actual approaches to improving the organizational foundations of the professional training of future teachers have been identified. The author emphasizes the trends of modern pedagogical education: democratization, integration and coordination, internationalization, standardization; priority areas of reform and modernization of higher pedagogical education, as well as taking into account national approaches to the organization of education, the content of education, traditions in the preparation of future specialists with higher education. The effect of reforming the higher education system on creating favorable conditions for the professional growth of the future teacher is substantiated.