Abstract
The role of higher education in social and spatial mobility has attracted considerable attention. However, there are very few countrywide databases that follow the career paths of graduates from their place of birth, through their enrollment in university, and ultimately to their workplace. However, in Hungary, there is an excellent source maintained by the government’s Education Authority containing information on career tracks, which allows one to follow all students from their place of birth, through their choice of higher education institution, to their workplace. With the combination of gravity-like economic models and the proposed mobility network, this paper examines the mediating and retaining role of institutions. This paper also proposes how to calculate the added value of location and institution in salaries and how to use these values to explain mobility between locations. The paper also shows how economic inequities influence revealed application preferences through the asymmetry of the mobility network.
Highlights
Having knowledge of the migratory behavior of students has been considered extremely important for the relevant institutions and to those who attempt to promote and direct higher education
In section “Applied null models in mobility networks”, the fundamental network properties are introduced, which will be evaluated for the network based on the economic gravity model, which is introduced in section “Applied gravity models”
Results we show how the location and the location’s economic state influence the students mobility, career path and how it can be inferred by our models
Summary
Having knowledge of the migratory behavior of students has been considered extremely important for the relevant institutions and to those who attempt to promote and direct higher education. Certain migratory behavior is determined by socioeconomic and cultural features of regions (Lourenço and Sá 2019). Those districts where the habitation of certain age group is higher have larger outgoing (Dotti et al 2013; Telcs et al 2015) and incoming streams (Beine et al 2014), as there is a positive correlation between the amount of tutorial services and population. A larger total number of students (Dotti et al 2013) tend to be attracted to and held by regions where the unemployment is lower and economic opportunities are greater, as the educated workforce often expects to remain in the region (Lourenço and Sá 2019).
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