International Student Mobility Research Articles

Cost Sharing and Funding of International Student Career Services: Public-Private Partnerships in the German Context

In some countries, employers are viewed as beneficiaries of international student mobility and thus as a funding source for supporting international student programming. In this study, higher education institutions in Germany were surveyed about career services for international students. From the responding institutions (n=141, 33.6%), one key result revealed that over 10% of career services for international students at German universities are funded in whole or in part by local employers, regional development agencies, or employer associations. This cost-sharing model exhibits that employers are increasingly active in providing support and that there is a tendency to fund services instead of scholarships.

Supervision framework for international field education in India: Shared knowledge and experiences of supervisors from India, Israel, and Australia

Along with the logistic planning, the important focus of international student mobility programmes in social work is on the field supervision process and measuring its outcome. Without a social work council in India for setting uniform standards in field education, this paper proposes a framework for field supervision to support inbound mobility students in India. The study predominantly explores the qualitative experiences of field supervisors from India, Israel, and Australia on fieldwork supervision. The themes evolved from the study are focused on the supervision process, strategies followed, challenges faced, and outcome measurement.

Choosing Collaborative Learning Options for Preparing Innovative Entrepreneurs

This paper focuses on comparing and choosing online and face-to-face collaborative learning applications for preparing students to innovative entrepreneurship. The main research question is: What are the pluses and minuses of programs with different time frames and combinations of online and face-to-face teamwork for facilitating innovative entrepreneurship and international scaling readiness? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Estonian-Finnish business in virtual networks course, online teamwork experience of students that have participated in X-Culture global teams, intensive one semester face-to-face business development projects in the Starter programme and one-week course European and Global Horizons for Start-up Entrepreneurship in the Post-COVID World at the KEDGE Business School are compared. We analyse the pros and cons of these educational practices and give recommendations on how to customise these practices to intended learning outcomes depending on the international mobility possibilities of students. The paper explains how to align collaborative learning options to the entrepreneurial orientations of students, their readiness to launch a new venture and to international scalability potential of their innovative ideas. Limitations of intensive learning by doing programmes for team-based venture development and different ways of international student team creation for collaborative project work are explained. The recent COVID-19 crisis has expanded the need to apply online learning and hybrid learning for collaborative projects. Implications of limited international mobility of students during the pandemic on scalable business idea development are highlighted. The importance of networking knowledge for international entrepreneurship and the role of team projects for other entrepreneurs before starting students' own innovative ventures is explained. Learning in higher education should not be locked to closed e-learning platforms. Online learning can support international entrepreneurial collaboration. The paper also discusses changing trends of collaborative learning to facilitate innovation and green entrepreneurship for regenerative futures in the new normality during the COVID-19 pandemic.

University branding: student experience, value perception, and consumption journey

ABSTRACT This study provides empirical insights into university branding and links it to student experience, value perception, and consumption journey. It also explores the relationship between these factors and their assistance to university brands in tackling the global issue of international student mobility. A review of branding literature, consumer experience, customer value, and consumer journey from extant studies on consumer behaviour and relevant studies on branding in the higher education sector provided a theoretical background for the study. Using focus group interviews, data were collected from international students in the Japanese higher education sector and analysed using content analysis. Empirical evidence of the interactions among these factors and branding supports the importance and feasibility of integrating these aspects into university branding. Thus, this study theoretically contributes to branding research by introducing the concepts of consumer experience, customer value, and consumer journey into the studies of branding in the context of higher education and their associations with university branding. It also provides managerial implications for branding a university from the aspects of student experience, value perception, and the consumption journey to address the issue of global student mobility.

Short-term exchange programs in Korean Universities: International student mobility stratified by university mission

The purpose of this study was to explore the internationalization of higher education institutions by analyzing partnerships of short-term exchange programs among universities in Korea and abroad. Based on data from 3 years (2008, 2013, and 2017), we used descriptive statistics to analyze the inbound and outbound statuses of overseas universities that have established credit exchange agreements with Korean universities. The analysis showed that the major components of short-term mobility in Korean universities are changing, and that credit exchanges among universities differ depending on the universities’ missions. The results suggest that the stratification of universities can affect the extent and quality of the international experiences to which students have access. Using university-level data, we proved that international exchange patterns differ according to the characteristics of universities.

Non-Economic Motivations behind International Student Mobility

International Student Mobility (ISM) has received a lot of attention in the literature on international migration. However, most of the studies assume that investment in skills and knowledge by international students is guided by economic motivations only. Importantly, with an increase in the proportion of international student mobility in total mobility, the students’ motivations have become more complex. Different theoretical approaches across disciplines have been logically extended to study the mobility motivations of international students. Most of the existing approaches do not emphasise the non-economic aspects of motivation and thus, do not provide a holistic understanding of ISM. This paper proposes an augmented human capital framework that incorporates the non-economic motivations of international students through the inclusion of psychic gains and the acquired stocks of personal and social capital.

Determinants of psychological adjustment of Pakistani international students

The literature on the adjustment experiences of Pakistani international students is scarce. There is a dire need to fill this gap as almost 50,000 Pakistani students are studying in Western universities. The current study aimed to identify predictors of psychological adjustment of Pakistani international students. The study was conducted on a sample of 309 Pakistani international students. A quantitative approach was utilized. Thus, an acculturative stress scale; a Big 5 personality test; and a Multidimensional scale of perceived social support; were administered to the sample of Pakistani international students, who choose to study abroad. The results of the study highlighted both positive and negative predictors of psychological adjustment. The identified positive predictors were age, perceived cultural distance, and Neuroticism while negative predictors were social support, and personality factors (consciousness and extraversion). The current study serves as an initiative to determine the acculturative stressors faced by Pakistani international students. This study has a significant theoretical contribution to Pakistani international student mobility and the associated challenges and stressors on the part of Pakistani students who decide to study abroad. The data of this study was collected online from HEC scholars only. A replication study is recommended including immigrant and self-financed Pakistani students for better generalizations. The present study would be of great interest to three stakeholders including students, universities in Pakistan, and the host universities that give admission to Pakistani students to study abroad.

Promoting International Student Mobility for Sustainability? Navigating Conflicting Realities and Emotions of International Educators

In international education, climate change is an increasingly prominent consideration. International mobility contributes to global carbon emissions yet provides students with skills and knowledge to address climate change. Based on interviews with 17 individuals working in international education, this qualitative study illuminates how international educators view climate change: both as a threat and an opportunity for the field. When considering and mitigating international education's carbon emissions, interviewees reported mostly negative emotions: feeling stuck, frustrated, and overwhelmed. Interviewees also noted difficulties in logically and ethically reconciling the relationship, especially with student mobility as a key component of international education, providing several rationales for expanding international education to promote social and environmental justice. Notably, interviewees called for a reimagining of the field with more virtual exchanges and less air travel. Findings aim to inform higher education internationalization efforts – and student mobility specifically – in a time of climate crisis.

The motivations and their conditions which drive students to seek higher education in a foreign country.

This article summarizes a vast literature tracing the plethora of motivations of international students to study abroad. We detail the push factors (i.e., personal goals) and pull factors (i.e., attracting elements) for this decision to pursue higher education overseas. To elaborate, the push factors are around the attainment and/or increase of three main capitals: human, financial and psychological. Pull factors are around the attracting capacity of three main entities: the destination country, the hosting city and the academic institution. Furthermore, the paper highlights the conditions that may enhance or inhibit student mobility for higher education abroad (for example, social networks, transportation accessibility, legal requirements and more). Special reference is given to the mobility of international students in the COVID-19 pandemic.

From Being to Becoming: An International Student’s Journey at Becoming an International Education Scholar

Framed as a critical autoethnography (Boylorn & Orbe, 2020), this study is a reflection on my personal and academic journey from ‘being’ an international student in the United States, to ‘becoming’ a scholar who studies issues of international student mobility. Through a comprehensive dataset comprised of self-reflection, personal communications, published and unpublished scholarly works, and presentations, I show how by being the Other and observing or experiencing issues of discrimination against international students, I transformed my scholarly identity and used my agency to bring attention to these issues.

Realities of future international student mobility

In 2020, 222 million students were enrolled in colleges and universities worldwide, more than doubling the 100 million who were enrolled in 2000. Of that number, 5 million students enrolled in higher education institutions outside their home countries, generating nearly $5 billion annually.

МЕЖДУНАРОДНОЕ ВЫСШЕЕ ОБРАЗОВАНИЕ: ПРОБЛЕМЫ КАЧЕСТВА И ПЕРСПЕКТИВЫ РАЗВИТИЯ

Currently, characterized by unprecedented anti-Russian sanctions restrictions, issues of functioning of all spheres of human activity are acute. The sphere of higher education was no exception. The agenda of economic and educational forums increasingly includes issues of ensuring the quality of higher education in the context of globalization processes, discussing the prospects for the implementation of international educational programs, analyzing the current state of international student mobility and ways to expand it to cover new areas of education, compliance of higher education with global humanistic values. In the context of globalization processes, quality issues in the field of higher education are of particular importance due to a group of factors, including: the massization of higher education, the development of cross-border education and the expansion of its opportunities due to the new forms and technologies of education, the popularization and expansion of the availability of international educational programs, the strengthening of competition of educational organizations for foreign applicants as sources of funding, etc. The effect of these factors in the international educational space, on the one hand, requires compliance with uniform standards, which include European standards and recommendations for quality assurance of higher education in the European Space (ESG–QA), on the other – may lead to a decrease in educational standards, including under the influence of external factors of the so-called insurmountable strength. We are talking about the impact of COVID-19 and the escalating geopolitical situation on the stability of international partnerships and the preservation of the principles formalized in a series of global documents on quality assurance of higher education, and the enduring universal values.

Academic expectations among international students from North-Western China: A case of technology use during and post COVID-19.

This study examines the influence of the COVID-19 crisis on academic expectations among international students from north-western China. According to past studies, academic expectations are multifaceted, making it critical to test the methods employed to assess this fundamental trait. The outbreak of COVID-19 has resulted in various significant changes in education, which have shifted from traditional to online or mixed formats. As a result, examining international students' academic expectations along with their interactions with adopted technologies is a topic that addresses the current situation and issues. A mixed approach, comprising two different instruments (questionnaire and interview), was followed to achieve this primary objective. While a survey with a questionnaire was undertaken with 551 international students, divided into two groups, ten students were interviewed during and after the lockdowns. The findings revealed that COVID-19 had a significant impact on the academic expectations of students as well as many elements such as training for employment, personal and social development, international student mobility, motivation, social pressure, and social interaction with the help of supporting technologies. In terms of gender, men outperformed women in motivation, social interaction, training for employment, and personal and social development factors. Similarly, as per the grade variable (undergraduate, postgraduate, doctoral), the same higher trend was seen in postgraduates. Based on these findings, a set of recommendations was put forward. In the future, technology will be helpful in China's educational sector, such as online group collaboration, open education, managing student retention, and supervising teachers' recruitment.

Policy framing of international student mobility in the Nordic countries

ABSTRACT Student mobility in the Nordic countries has traditionally been characterized by cultural cooperation and egalitarian values. Yet, the region has not been isolated from international trends towards emphasizing excellence and competition in the global knowledge economy. Policy framing is here used as an analytical lens for analysing national policy documents on international student mobility over a 20-year period. The analysis finds that the Nordic countries have become increasingly different in how international student mobility is framed. In both Denmark and Finland, the economic frame has become prominent, yet containing somewhat different kinds of ambitions and concerns. In Sweden and Norway, the framing is still predominantly educational. The article challenges the assumptions of the Nordic countries as a cohesive region, and provides a critical exploration into how justifications for international student mobility include important national translations.

Higher Education During the COVID-19 Pandemic: Responses and Challenges

The COVID-19 outbreak has had a significant influence on all aspects of society, and it is necessary to comprehend the responses of various stakeholders as well as the challenges that higher education has encountered in the aftermath of the outbreak. This study systematically analyses the measures taken by higher education stakeholders in response to the COVID-19 pandemic and the challenges faced by higher education in the post-COVID-19 era. To analyse the actions taken by higher education stakeholders and the challenges that remain, this study critically analyses government policy documents, reports from international organisations and perspectives of experts in the field of higher education, studies from Chinese journals, and international scientific literature. While stakeholders responded quickly during the outbreak, providing financial and material assistance, developing online learning, and facilitating international student mobility, the study finds that these measures are insufficient when compared to those in other sectors, and higher education stakeholders’ responses to COVID-19 have been fragmented, uncoordinated, and fraught with conflict and ambivalence. The study finds that higher education during the COVID-19 pandemic faces multiple challenges, with COVID-19 exacerbating inequities in educational access and educational achievement due to uneven educational infrastructure and resource allocation. The availability of infrastructure and the lack of preparedness of faculty and students have dimmed large-scale experiments in online education. Future international student mobility patterns may need to be restructured.

International student mobility as “aspiration on the go”: stories from African students at a Chinese university

International student mobility as “aspiration on the go”: stories from African students at a Chinese university

Dal Grand Tour all’educazione globale: gli immaginari europei nelle performance visuali di viaggio

This paper frames international student mobilities throughout Europe as a novel Grand Tour to revise the social and material tourist encounter with the continent and ordinary life therein, and advance cultural and political debates concerning the European space. This is done by analysing how European imaginaries are enacted in three tourist pictures of Rome, collected through photo-elicited focus groups with international students. The methods employed in the latest visual and tourism studies were used herein. This study shows how persistent and often stereotyped representations of Europe come together with critical readings of the European society, and highlights the importance – in the geographical analysis of tourist photography – of including more-than-epresentational accounts of what happens before and after shooting a tourist picture.

INTERNATIONALIZATION OF TERTIARY EDUCATION AS SOFT POWER BY THE REVISIONIST FORCES

This article covers the use of the internationalization of higher education as a soft power tool by revisionist countries in international relations. Whereas the common view of scholars is that revisionist forces tend to activate their hard power means as in the case of India about her dispute with Pakistan and Russia against Ukraine, their soft power engagement is tremendously important. While internationalization in higher education was the monopoly of the hegemonic and colonial powers previously, in recent years the progress of revisionist forces in this regard has been noted. Since soft power engagement forms vary with the stunning transformations after the millennium, internationalization of higher education is the latest trend. When examining the published data on international student mobility, we have determined that revisionist powers China, Türkiye, and Russia are among the top ten countries hosting the most international students.

Examining the odd, not the norm: Korean international students in Brunei Darussalam – a less-known place in Asia

ABSTRACT This article examines the mobilities of international students through less-known higher education contexts, with a particular focus on Korean international students in Brunei Darussalam. It pays attention to the infrastructures, including varied factors and actors, that contribute to Korean students’ choice and justification of Brunei as their study destination. Informed by narrative qualitative inquiry, the article, on the one hand, shows unique accounts of the internationalisation of higher education as it was conceptualised, pursued, adjusted and projected by a Bruneian university. It, on the other hand, reveals how the studied Korean students have viewed Brunei, which coincides with a particular tourist discourse about ‘exotic’, unknown/mysterious destinations. This discourse also constitutes what these students consider their distinctive advantages in studying abroad. The findings have important implications for English-&-English-Medium-Instruction-focused internationalisation and mobility trajectories, international student mobilities and higher education’ increased investments in the global university ranking exercise. The article also argues that Brunei’s higher education can establish its core and unique identity on the basis of the many values that are identified and highlighted by Korean students. This way Brunei can inspire, while remaining unique and relevant to its own society and welcoming to international students.

The capitalist dialectics of international student mobility in the modern world-system

ABSTRACT International higher education (IHE) and with that international student mobility (ISM) and internationalisation have become widely embedded in the educational mobility literature as commonplace conceptualisations in a world which is everywhere imagined as globalised. The present response paper considers the contribution of the papers of this special issue to our understanding of ISM and to international study-abroad in Asia while also locating this in the wider context of ISM in a capitalist modern world-system. The testimonies of the participants in these papers concerning their inter-Asian study-abroad experiences evidence their keen consciousness of the marketised nature of international higher education while also demonstrating how they negotiate and often resist this. The inter-Asian experience of international study-abroad while revealing of the racial and linguistic prejudices which some sojourners can face, also show how these international students may additionally discover accidental and unlooked for ‘fringe’ capitals which disrupt their ‘neoliberal’ positioning and are potentially transformative and self-liberating. In this brief response paper, I place ISM and inter-Asian study-abroad within a Marxist and critical realist dialectical ontology so as to be able to delve more deeply into this experience and to give greater theoretical context to the transformative possibilities which ISM presents.