International Student Mobility Research Articles

Understanding Sino-Singapore educational exchanges: international student mobility and cross-border knowledge production

Understanding Sino-Singapore educational exchanges: international student mobility and cross-border knowledge production

Internationalisation in Higher Education: Post-Covid Trends of Students’ Mobility (Case Study EUROMED Countries)

Purpose: This article examines trends in the internationalisation of higher education within the Euro-Mediterranean (EUROMED) region, with a particular focus on student mobility as a driving force for fostering academic collaboration across borders. Study design/methodology/approach: The research uses data from UNESCO to analyse student movement patterns in 23 Euro-Mediterranean countries. It considers key factors influencing these trends, including economic incentives, geopolitical stability, and cultural linkages. It also assesses the impact of the COVID-19 pandemic on international student mobility and the adaptation of physical, virtual, and blended mobility formats to new realities. Findings: The findings highlight that while physical mobility remains essential, the rise of virtual and blended mobility options post-pandemic has introduced more inclusive and accessible student pathways. This shift enhances the resilience and adaptability of internationalisation frameworks within the EUROMED region, enabling a more robust response to the fluctuating global conditions. Originality/value: This study provides a comprehensive look at the unique cultural, geopolitical, and educational context of the EUROMED region. It underscores the importance of innovative mobility models in creating a more inclusive internationalisation approach that can withstand external challenges, particularly in a post-pandemic landscape.

International Student Mobility: Pushing-Pulling Factors for International Students

International student mobility (ISM) has been considered as a key factor for many higher education institutions (HEIs) in terms of benefits that it generates. Recent literature highlights the influence of ISM in the reconfiguration of the form of educational system making it more competitive and attractive for international students. In this regard, students are paying attention to the opportunities and benefits that an international student mobility programme, such as the Erasmus programme offers. Nevertheless, it is important to take in consideration challenges and barriers that international students have to cope during their study experience abroad. The aim of this study is to analyse which are the pushing and pulling factors for international students when choosing a country as the abroad study destination. An online survey is used to Albanian international students that has previously experienced ISM programme and are currently experiencing ISM programme abroad. Findings offer important insights on understanding factors that impact international students’ decision when choosing a foreign country as a study destination. This study offers contribution in enriching the existent literature on ISM and in particular on the decision-making of international students from a developing country perspective. The study’s implications suggest that higher education institutions can boost their global attractiveness and competitiveness by addressing the key factors influencing international students’ decisions, as identified in this study. Received: 20 July 2024 / Accepted: 20 September 2024 / Published: 05 November 2024

Mapping research on International Student Mobilities in higher education: Achievements and the agenda ahead

In this comprehensive review, we analyzed nearly 10,000 publications indexed in the Scopus database over the past seven decades using bibliometric analysis and science mapping visualization techniques to delineate the scholarly discourse on International Student Mobilities (ISM) in higher education and uncover significant trends. The findings reveal that the field has a long history with remarkable growth since 2005. English-speaking nations dominate knowledge production, but European and Association of Southeast Asian Nations (ASEAN) countries have also made noteworthy contributions. Co-citation analyses highlight the interdisciplinary nature of ISM research, drawing from diverse disciplines across psychology, social sciences, and the humanities. Eight prominent thematic strands underpin the foundations of ISM research, with a strong emphasis on exploring international students’ social, emotional, and cultural adaptation within university settings. Implications drawn from these trends provide a nuanced perspective for navigating the terrain of ISM in higher education, offering guidance for future research and policy considerations.

The role of place in international student mobility

ABSTRACT Place is an important factor influencing international student mobility (ISM). However, few studies have comprehensively examined the role of place in ISM. This special issue intends to narrow this gap by considering the role of place in ISM from different perspectives. The articles contributing to the special issue discuss three dimensions of place, namely the physical characteristics of place, the meanings and valuations of place, and social inequalities associated with place. The special issue highlights several theoretical, methodological, and empirical avenues to further advance research on the role of place in ISM.

Where are international students enrolling, and why?

In 2023 I authored an article for this publication that listed the changes in international student mobility. Now, a year later, I would like to revisit this topic and share with you some of the new destinations attracting international students.

Transnational resilience: exploring international students’ agency in response to systemic racism in U.S. higher education

This phenomenological inquiry explored how 19 international students in U.S. higher education developed a sense of agency in response to systemic racism. The findings revealed three main factors associated with participants’ sense of agency: (1) transnational role models, (2) the community and social network established in the United States and (3) personal beliefs, values, and morality. By focusing on how international students draw on their transnational experiences and knowledge to develop agency in response to systemic racism, this study contributes to scholarships on learning outcomes associated with international student mobility and their experiences with race and racism. It also adds to the increasing body of research that challenges deficit paradigms toward international students prevalent in scholarly discourse by highlighting their agency and assets. Implications for future research and practice are also discussed.

The wellbeing turn: A necessary consideration in international student mobility

AbstractThe COVID‐19 pandemic directly impacted current and aspiring international students who were confronted not only with a global health crisis but one which put a stop to any kind of international and local mobilities. While the pandemic in Australia exposed the vulnerabilities of international students–the likes of which have never been seen before–these experiences which directly impact student wellbeing essentially also have consequences on international student mobility (ISM) scholarship. This is because ISM scholarship has traditionally been driven by migration and mobility studies frameworks of economic and social mobility and security through international Global South‐to‐Global South migrations. This paper argues that the pandemic has impacted on individual ISM decision‐making where international student wellbeing should be recognised as a driver in ISM scholarship. To find out how the COVID‐19 global health crisis is bringing about a new paradigm in which to conceptualise and theorise ISM, this paper relies on data gathered before and during the pandemic. These include research reports, Australia's international education national strategies, Australian international student recruitment marketing material, mainstream media articles and a range of research projects I have conducted on international students in Australia. This paper thus suggests that the COVID‐19 global health crisis and its impact on not only the international student lived experience but on student expectations and aspirations, have fundamentally changed. Here this paper observes that a ‘wellbeing turn’ has existed in Australia in the international education space and proposes that ISM scholarship needs to consider the ‘wellbeing turn’ as a necessary consideration in ISM research.

Australia as the Destination for Study Abroad: International Students’ Mobility

International students have become one of the main populations in Australian universities. However, due to the COVID-19 pandemic, many international students decided to go to other countries and regions for their higher education due to the border control policies in Australia. Based on the social cognitive career and motivation theory, this study explored the motivations and reasons why Chinese postgraduate international students decided to return to Australia after the Australian government officially re-opened the border for on-campus and face-to-face education and why Chinese postgraduate international students decided to study in Australia instead of other countries, particularly during the COVID-19 pandemic. Based on the general inductive approach with semi-structured interviews, focus group activities, and member-checking interviews, 20 Chinese postgraduate international students’ stories were captured. The findings indicated that financial, academic, and personal considerations are significant in the participants’ decision-making processes. The results will fill the research gaps and become a reference in international student mobilities, decisions, and decision-making processes of international students, particularly during the COVID-19 pandemic in the Australian university environment.

Export of medical education in the world market of educational services

The article examines current trends and challenges related to the export of medical education in the global educational services market. The analysis of the data on the number of foreign students at medical universities leading exporting countries, including USA, UK, Australia, Canada, Germany, Russia and China. The factors influencing the choice of a country for study, such as the quality of educational programs, tuition fees, and the availability of visa and immigration procedures, are highlighted. Special attention is paid to the impact of the COVID-19 pandemic and the growth of online education on international student mobility and accreditation of medical programs. In conclusion, recommendations are proposed for exporting countries to strengthen their positions in the global medical education market.

The failure of infrastructures of international student (im)mobility: Case of COVID‐19

AbstractThe paper makes visible and examines the failure of infrastructures of (im)mobility drawing attention to their entanglements that together shape everyday lives. It draws on the experiences of international students (IS) in the UK during the COVID‐19 pandemic to firstly offer a reading of the pandemic as a crisis which exposed the already failing of the infrastructures that are supposed to sustain everyday lives. Secondly, it draws attention to the entangled infrastructures of finance and knowledge to show these connections and disconnections have always been tenuous and wrought with issues which the pandemic exposed but have always constituted the everyday lives of migrants such as IS. The paper closes by exploring the implications of these findings for future research.

Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education globally.

Intercultural communication skills and student mobility in Morocco

This study examines intercultural communication competence among international students in Morocco, taking as a sample the Ecole Nationale des Sciences Appliquées (ENSA) in Tétouan. The survey of 26 students assessed six key aspects: intercultural communication skills, culture shock, general satisfaction, cultural awareness, intercultural sensitivity and language proficiency. The results show that 58% of students have a high level of intercultural competence. Culture shock is evenly distributed between high, moderate and low levels. Overall satisfaction is high, with 80% of students satisfied with their experience. Cultural awareness and intercultural sensitivity are also high among the majority of participants. In linguistic terms, there was significant progress in Arabic, while the level of French was generally high. The study highlights the crucial importance of intercultural communication skills in the success of international student mobility in Morocco. It highlights areas requiring particular attention, such as support for students experiencing significant culture shock and the continuous improvement of language skills. Despite certain limitations, in particular the size of the sample and the focus on a single institution, this research provides insight into the role of intercultural communication in the success of international student mobility in Morocco.

THE MEDIATING ROLE OF SOCIAL SUPPORT IN THE RELATIONSHIP BETWEEN POSITIVE PSYCHOLOGICAL CAPITAL AND SOCIOCULTURAL ADAPTATION AMONG CHINESE INTERNATIONAL STUDENTS AT MALAYSIAN UNIVERSITY

The purpose of this study is to investigate the relationship and mechanisms influencing the positive psychological capital, social support and sociocultural adaptation of Chinese international students pursuing higher education in Malaysian universities. Through quantitative research methods, the mechanisms that facilitate or hinder the successful sociocultural adaptation of Chinese international students to a new sociocultural environment are revealed. Given the increasing popularity of cross-border international student mobility, this study is highly relevant and provides important insights into the potential opportunities and challenges posed by such mobility. The findings suggest a significant positive relationship between psychological resources (positive psychological capital) and sociocultural adaptation among Chinese overseas students. Meanwhile, social support played a partial mediating role, facilitating the transformation of internal strengths (psychological capital) to external outcomes (sociocultural adaptation). The findings of this study have important implications for university assistance programmes that aim to improve the success and well-being of Chinese overseas students by enhancing psychological resources. Furthermore, this investigation contributes fresh insights to the wider discourse on intercultural education, clarifying how psychological elements impact international student adjustment within such contexts. It serves as a foundation for crafting more impactful interventions targeted at mitigating acculturative stress encountered by international students during their overseas academic pursuits.

Desirable and disposable: Tracing the racialization of Chinese students in American higher education

This article dissects the current conjuncture facing Chinese international students in the U.S. higher education, situating their experiences within the history of Asian racialization. By examining key moments of the racialization of Chinese students in the US – 1949–1959, 2006–2017, and the period following 2018 – it illuminates how the intricate interplay of domestic racial politics and geopolitics have contributed to the paradoxical portrayal of Chinese students as both desirable and disposable within American racial capitalism. As they navigate their multifaceted roles as knowledge workers and prime consumers of educational services, these students encounter the challenges of an evolving neoliberal multiculturalism and fluctuating U.S.-China relations, placing them at the center of America’s ongoing political tensions. This exploration enhances our understanding of international student mobility, bridges discussions between critical race studies and geography of race, and introduces a fresh racial perspective to the field of education geography.

Staying away from the crowds: an analysis of factors influencing Chinese college graduates’ decision to study in the Nordic countries

ABSTRACT The surge in international student mobility (ISM) has seen China emerge as a leading source of international students, including being one of the largest sources in the Nordic countries. This paper draws upon empirical evidence to explore the factors influencing Chinese college graduates’ decisions to study in the Nordic countries. While confirming the impact of economic and scholastic capital on study abroad decision making, this study also highlights the significant role of students’ perceptions of the destination country in the context of China-Nordic degree mobility. An Access-Experience-Outcome (A-E-O) model is proposed to explain students’ decision-making process regarding degree mobility, which reintegrates the various scattered factors affecting students’ choice of study abroad destinations in the push-pull theory. The findings suggest that the Nordic countries, known for their welfare systems and quality of life, provide an attractive alternative for students seeking unique educational and cultural experiences, as well as promising prospects for immigration and employment. This research contributes to the literature by offering a nuanced perspective on Chinese student mobility beyond the mainstream destinations and provides policy implications for the Nordic countries in attracting and supporting international students in a competitive higher education market.

Off the beaten track: Portugal’s strategies for attracting international students

Portugal, a semi-peripheral player in international student mobility (ISM), has historically attracted few international students. Against a significant growth in international enrolments in recent years, this paper explores the institutional strategies underpinning this expansion in 13 Portuguese higher education institutions with the highest proportions of international students. Through semi-structured interviews with 24 top institutional leaders and middle managers, we analyse the recruitment strategies deployed to improve attractiveness and target publics through the lens of globalisation theories. Findings indicate that institutions are deliberately and proactively navigating the changing landscape of ISM through strategies that range from more traditional marketing actions to some very innovative and unique approaches to recruitment. They also reveal a deliberate diversification of target publics. The paper enhances knowledge about recruitment strategies in a less popular destination, highlighting that creativity and resourcefulness are necessary for semi-peripheral countries to gain terrain in international recruitment.

International Student Mobility to Canada and New Zealand: “Edugration” or “Transience”?

Policymakers in some key Western international education hubs assume that international student mobility (ISM) is based on aspirations for permanent migration, particularly if those students come from the Global South. The concept of ‘edugration’ - an amalgam of education and immigration – has become influential in both policy and research. This paper examines student motivations for ISM in Canada and New Zealand using a mixed methods approach of online surveys and focus group interviews, collecting data from 396 international student participants (Canada: n=244; New Zealand: n=152). The results show a nuanced picture, highlighting that many students view international study as a transient experience rather than one that facilitates permanent migration. The paper also discusses the extent to which a desire to attract potential migrants is reflected in policies related to ISM in the two countries, and the potential implications of the findings for these policies.

Voices From the Periphery: Lived Experiences of Women International Students From the Global South Studying at U.K. Universities

Intersectional perspectives on International Student Mobility are burgeoning; however gendered aspects are rarely examined. This paper offers a contribution to this lacuna and provides further understanding of how gender shaped the experiences of six women international students from the Global South. The women participated in semi-structured interviews as part of a wider study analysing ISM in relation to socio-economic status (SES). The women could be seen to be aligned with the ‘post-feminist neoliberal subject’ with evidence of making choices, a desire for financial independence and strong career aspirations. However, life stage and home country cultures intersected with transnational caring for four of the women. This resulted in a re-alignment of ‘success’ upon completion of educational opportunities which reflect gendered inequalities in society. This suggests that there can be a clash of the imagined future identity of a ‘strong independent career woman’ with naturalised aspects of femininity for women international students.

Migration Trajectories of Uzbek Students in France and the UK

This paper offers a comprehensive overview of select findings extracted from a PhD dissertation, employing a comparative analysis to investigate the trajectories of Uzbek students in both France and the UK during the period from 2004 to 2009. The paper advocates for the integration of the trajectory element into existing theories on international student mobility and international migration, with a particular emphasis on the context of South-North mobility. Utilizing qualitative research methods, including interviews, surveys, and participant observation, the study underscores the significance of tracking migrants' pathways over an extended period for a nuanced comprehension of migrant strategies and state policies with which they contend. The evidence suggests that stringent measures significantly influence the trajectories of migrants, not necessarily compelling a return to their countries of origin. Migration for studies goes beyond financial considerations as it also addresses the demands of a new social hierarchy emerging within the home country. In essence, migration for studies exposes individuals to diverse perspectives, surpassing the simplistic notion of a linear journey from point A to point B.