Educational Mobility Research Articles

Systematic Review of International Student Mobility in Higher Education

The objective of this study is to conduct a comprehensive review of the educational sciences and social sciences literature about international student mobility that was published in the Web of Science database between 1997 and 2023. In the research, 550 publications that had been scanned by the WOS database were examined concerning their yearly publication counts, citation counts, publishing journals, cited authors, publishing and cited nations, fields of application, keywords employed, and article themes. Every article was analyzed using the Vosviewer software. It was found that 530 articles were published in the English language in terms of language of publication. The most cited articles dealt with equal chances and Erasmus student mobility. Higher education, educational mobility, and international students are the most frequently used terms in the publications, whereas distinction is the least frequently used keyword. The majority of articles on the topic are published in the Journal of Higher Education. The field of educational research published the majority of the articles. The evaluation of international student mobility in the fields of sociology, psychology, and educational administration has been rather restricted. The concept of international student mobility encompasses not only educational mobility but also movements related to social justice, inequality reduction, risk group management, and educational prestige.

Educational mobility and subjective well-being from an intergenerational perspective

The well-being implications of intergenerational educational mobility have been extensively studied, yet the focus predominantly lies on primary movers—individuals who themselves move up or down the educational ladder. Less is known about the impact of adult children’s educational mobility on their parents’ subjective well-being. Moreover, the role of family structures and gender dynamics in shaping the well-being outcomes of such mobility has often been overlooked. The study employs the Diagonal Mobility Model to estimate the effects of net mobility on subjective well-being, independently of both parents’ (origin) and their adult children’s (destination) educational levels, using data from the 2010 China Family Panel Studies. The results show that the subjective well-being of both generations was influenced by origin and destination, with a more pronounced effect from their own education. Notably, downward mobility adversely affected individuals’ and their parents’ subjective well-being, a phenomenon observed exclusively among those in only-child families. Among these parents, mothers with an upwardly mobile daughter reported the highest life satisfaction. These findings point to a shift in the traditional gendered parent-child dynamics and underscore the adverse consequences of downward mobility that sway both generations in only-child families.

The Impact of Passive Social Media Viewers in Influence Maximization

A frequently studied problem in the context of digital marketing for online social networks is the influence maximization problem that seeks for an initial seed set of influencers to trigger an information propagation cascade (in terms of active message forwarders) of expected maximum impact. Previously studied problems typically neglect that the probability that individuals passively view content without forwarding it is much higher than the probability that they forward content. Considering passive viewing enables us to maximize more natural (social media) marketing metrics, including (a) the expected organic reach, (b) the expected number of total impressions, or (c) the expected patronage, all of which are investigated in this paper for the first time in the context of influence maximization. We propose mathematical models to maximize these objectives, whereby the model for variant (c) includes individual’s resistances and uses a multinomial logit model to model customer behavior. We also show that these models can be easily adapted to a competitive setting in which the seed set of a competitor is known. In a computational study based on network graphs from Twitter (now X) and from the literature, we show that one can increase the expected patronage, organic reach, and number of total impressions by 36% on average (and up to 13 times in particular cases) compared with seed sets obtained from the classical maximization of message-forwarding users. History: Accepted by Andrea Lodi, Area Editor for Design & Analysis of Algorithms—Discrete. Funding: This work was supported by the Federal Ministry of Education, Science and Research of Austria and by the Austrian Agency for International Mobility and Cooperation in Education, Science and Research [Reference ICM-2019-13384]. Supplemental Material: The software that supports the findings of this study is available within the paper and its Supplemental Information ( https://pubsonline.informs.org/doi/suppl/10.1287/ijoc.2023.0047 ) as well as from the IJOC GitHub software repository ( https://github.com/INFORMSJoC/2023.0047 ). The complete IJOC Software and Data Repository is available at https://informsjoc.github.io/ .

Examination of the Attitudes of Nursing and Midwifery Students Receiving Distance Education during the COVID-19 Pandemic towards Mobile Learning

Objective: This descriptive study was conducted to determine the attitudes of nursing and midwifery students receiving distance education during the COVID-19 pandemic toward mobile learning. 
 Methods: The population of this study comprised 618 1st, 2nd, 3rd, and 4th year students enrolled in the Faculty of Health Sciences Department of Nursing and Midwifery. There was no sample selection and research was completed with 237 students who volunteered to participate in the study. A Questionnaire Form and the Mobile Learning Attitude Scale (MLAS) were used to collect data. 
 Results: The mean MLAS score of the female students was 58±11.5 and the mean score of male students was 58±16.0. There was no difference between the total scale and sub-scale scores concerning sex, age, department, and year of students (p>0.05). During the COVID-19 pandemic, students mostly used their smartphones to access the internet. The most significant advantage of M-learning was the ease of use and access; however, the disadvantage was that education was not efficient and effective. Moreover, the biggest difficulty experienced by students in M-learning during the COVID-19 pandemic was internet access and the associated cost. The majority of students who participated in this study felt that M-learning did not affect their academic achievements but was not suitable for nursing and midwifery students.
 Conclusions: The attitudes of nursing and midwifery students toward M-learning during the COVID-19 pandemic were moderate.

Examining Profiles of U.S. Children's Screen Time and Associations with Academic Skills.

Children's screen time (ST) increased in recent years, but investigations of the content and context (e.g., parental presence, and device type) of ST in predicting early academic skills remains understudied. In this study of 127 four- and five-year-olds, we examined whether the educational content and contextual information about children's ST from time diary interviews at age 4 predicted direct assessments of academic skills at age five. Cluster analyses detected three unique groups: Cluster One was "lowest ST and highest non-educational TV, with little parental presence," Cluster Two was "moderate ST and highest educational mobile devices, with moderate parental presence," and Cluster Three was "highest total ST and moderate educational ST and high parental presence." Children in Cluster Two scored significantly higher in literacy skills at age five than peers in Cluster One and Cluster Three. Children in Cluster One scored significantly higher in spatial skills compared to those in Cluster Three. No significant associations were detected between children's ST and number skills. Findings suggest that educational content and contextual features of ST combine in meaningful ways and appear to better predict children's literacy and spatial skills compared to variable-centered approaches. Methodological implications of this research and future directions are discussed.

Improvement polyprofessional education at the technical university

The article discusses the process of student’s polyprofessionalism in technical universities. The analysis of scientific and pedagogical research of this problem and educational practice revealed various approaches to the training of specialists of a wide profi le. Mass multiprofessional education is carried out through organizational structures for managing network interaction, convergence and integration of educational institutions.Individualization of polyprofessional training is associated with the ability to independently master new areas of scientific and technical knowledge. Didactic prerequisites for the formation of polyprofessionalism in the course of self-educational activity consist in the gradual expansion of the educational array, horizontal and vertical polyprofessional ties, Profiling of educational and cognitive activity of students and professional mobility of university graduates. The stages of acquiring multiqualifications include modernization changes and updating the system of previously acquired knowledge, accumulation of factual material and search for system-forming connections, integration of related objects and types of professional activity, expansive going beyond the limits of the studied specialty into the field of the chosen profession, familiarization with professional values and a multiplicity of communications for solving technical problems by methods and means of different professions. The implementation of polyprofessional ties is possible both within the boundaries of one level and at different skill levels in ascending and descending directions. Profiling of educational and cognitive activity of students includes the introduction of examples of solving really scientific and technical problems of varying complexity into the educational documentation, and professional mobility is directly related to the formation of educational mobility, meaning the ability to independently choose an educational trajectory.When improving polyprofessional education at a technical university in any form and at every stage, it is necessary to rely on and develop its value, orientation, content and methodological components.

The parental role in intergenerational educational persistence: an empirical investigation with cross-country panel data

PurposeThe main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.Design/methodology/approachData from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.FindingsIn the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.Social implicationsThe authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.Originality/valueThe distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

Exploring the Conceptual Framework of Mobile Learning Technology

The idea of introducing new technologies to education is not new, and as a result, research on this topic has been carried out for years. However, the rate of introduction of new technologies in higher education in Uzbekistan is very slow. The purpose of this article is to propose a conceptual framework for the development of mobile learning, in particular, the introduction of mobile applications into the educational process in primary education. This goal is achieved by analyzing the existing measures and the existing foundations of mobile education, which are used to improve the quality of education through the active use of information and communication technologies. The proposed system includes three main elements: applied computing, information systems, and theory of computation. It is important that each of them is done correctly and that there is continuity between them.

The First Steps of Blended Mobility in European Higher Education: A Survey of Blended Intensive Programmes

Blended Mobility refers to the strategic combination of phases of online learning with periods of short physical mobility. This approach to international learning has gained considerable interest in European university education in recent years due to the introduction of Blended Intensive Programmes (BIPs) in the new Erasmus + programme. BIPs are defined as a form of Blended Mobility which involve short, intensive programmes that use innovative ways of learning and teaching, including online cooperation. This article reports on the results of a survey of BIP academic coordinators which was carried out to establish an overview of current practices in the area. The study provides an overview of the perceived benefits of Blended Mobility and also identifies the main challenges which practitioners encounter when running such programmes. A series of good practices which are recommended by organisers are presented and this is followed by a discussion of the survey's major conclusions.

Educational Mobility, Pace of Aging, and Lifespan Among Participants in the Framingham Heart Study

People who complete more education live longer lives with better health. New evidence suggests that these benefits operate through a slowed pace of biological aging. If so, measurements of the pace of biological aging could offer intermediate end points for studies of how interventions to promote education will affect healthy longevity. To test the hypothesis that upward educational mobility is associated with a slower pace of biological aging and increased longevity. This prospective cohort study analyzed data from 3 generations of participants in the Framingham Heart Study: (1) the original cohort, enrolled beginning in 1948; (2) the Offspring cohort, enrolled beginning in 1971; and (3) the Gen3 cohort, enrolled beginning in 2002. A 3-generation database was constructed to quantify intergenerational educational mobility. Mobility data were linked with blood DNA-methylation data collected from the Offspring cohort in 2005 to 2008 (n = 1652) and the Gen3 cohort in 2009 to 2011 (n = 1449). Follow-up is ongoing. Data analysis was conducted from June 2022 to November 2023 using data obtained from the National Institutes of Health database of Genotypes and Phenotypes (dbGaP). Educational mobility was measured by comparing participants' educational outcomes with those of their parents. The pace of biological aging was measured from whole-blood DNA-methylation data using the DunedinPACE epigenetic clock. For comparison purposes, the analysis was repeated using 4 other epigenetic clocks. Survival follow-up was conducted through 2019. This study analyzed data from 3101 participants from the Framingham Heart Study; 1652 were in the Offspring cohort (mean [SD] age, 65.57 [9.22] years; 764 [46.2%] male) and 1449 were in the Gen3 cohort (mean [SD] age, 45.38 [7.83] years; 691 [47.7%] male). Participants who were upwardly mobile in educational terms tended to have slower pace of aging in later life (r = -0.18 [95% CI, -0.23 to -0.13]; P < .001). This pattern of association was similar across generations and held in within-family sibling comparisons. There were 402 Offspring cohort participants who died over the follow-up period. Upward educational mobility was associated with lower mortality risk (hazard ratio, 0.89 [95% CI, 0.81 to 0.98]; P = .01). Slower pace of aging accounted for approximately half of this association. This cohort study's findings support the hypothesis that interventions to promote educational attainment may slow the pace of biological aging and promote longevity. Epigenetic clocks have potential as near-term outcome measures of intervention effects on healthy aging. Experimental evidence is needed to confirm findings.

Negotiating and Reinventing Identities by South Asian Women in the Context of Transnational Mobility

This study investigates the experiences of women spouses of international students from South Asia in the United States to understand how they navigate, adapt, and reinvent their identities in the new environment. Through intimate narratives gathered from 15 participants via semi-structured qualitative interviews, their lived experiences were thoroughly examined. Employing grounded theory and inductive analysis, three key themes emerged: (1) the loss of professional identities established in their home countries due to the devaluation of academic credentials and work experience in the new setting; (2) the challenges of identity conflict encountered while transitioning between different work cultures; and (3) the significance placed on gendered identities and associated roles within the family sphere. The analysis highlights the dynamic evolution of these women’s identities, shaped by the intersectionality of various systems of oppression. Despite facing compromised status and familial responsibilities, the participants exhibited resilience by embracing differences and redefining meanings of life across times and spaces. This study contributes to our understanding of how transnational mobility for higher education from the Global South to the Global North, sustained by the racialized labor market, perpetuates a heteronormative gender order that privileges men and marginalizes women.

The role of Erasmus+ mobility program on higher education in Albania: The case of the University of Tirana

Abstract Albania’s higher education system has been through dynamic changes and challenges after the fall of the dictatorship in 1990. Till 2007 there were only state owned universities, but starting from 2017 the high education sector was liberalized. Connections with Erasmus+ as an ambitious EU program that has played an essential role in shaping the landscape of international education and fostering cross-cultural exchange has been made since the opening of the country. Universities made a lot of effort to become more open and to participate into internationals programmes and initiatives. Erasmus, a flagship program of the European Union has played a pivotal role in transforming higher education and fostering international cooperation. The presence of Erasmus in Albania has been crucial for the internationalization of universities in Albania, but especially to students. Objectives This paper aims to explore the key objectives, components, and impact of the Erasmus+ program, with a particular focus on its contribution to educational mobility, intercultural understanding, and the development of a more integrated European community. The paper focuses on the impact of Erasmus in Albania, examining the program’s objectives, implementation, challenges, and the broader implications for the country’s educational landscape and cultural exchange.

Impact of international migration on intergenerational educational mobility in migrant sending households: does socio-economic status matter?

Impact of international migration on intergenerational educational mobility in migrant sending households: does socio-economic status matter?

Design of English viewing, listening, and speaking mobile teaching software based on an interactive digital media algorithm

China has now embraced the information era, which has had a significant impact on everyday life, employment, and educational practices. Information technology has also had a significant impact on the growth of the education sector, resulting in a fast-paced and resource-rich setting for student interaction. Through the network platform, various interactive software can improve students’ learning methods, especially language teaching software. English audio-visual speaking is software for training English language listening and speaking, which can carry out relevant oral activities and topic discussions according to the imported materials. As a result, you can assist pupils in using the vocabulary and knowledge associated with the subject, which will increase their interest in learning. English teachers can fully prepare for speaking and listening tasks in the classroom by using audio-visual speaking. At the same time, through the learning of TV and movie trailers, English audio-visual speaking can provide readers with background knowledge, which is ready for readers to fully understand the language and content in the video materials. Based on information technology, this paper constructs English audio-visual and oral mobile teaching software, which depends on interactive digital media algorithms. Through the mobile teaching software for English audio-visual speaking, students can form good English listening and reading habits, which will provide important help for English language learning.First, this essay examines the value and benefits of mobile applications for providing English instruction orally and visually, which might help to illustrate the need for software development. The research then suggests various algorithms for English that are related to audio, visual, and oral input that can detect, assess, and correct students’ learning mistakes. Finally, this work develops the fundamental methodology of the audio-visual and verbal mobile software for instruction in English.

The ‘chosen’ UK? Remapping of international education mobility for prospective Chinese master’s students during and post the COVID-19 pandemic

The ‘chosen’ UK? Remapping of international education mobility for prospective Chinese master’s students during and post the COVID-19 pandemic

What maternal educational mobility tells us about the mother’s parenting routines, offspring school achievement and intelligence

BackgroundEducational mobility at the macro-level is a common measure of social inequality. Nonetheless, the correlates of mobility of education at the individual level are less well studied. We evaluated whether educational mobility of the second generation (compared to the first generation level) predicts differences in parenting practices of the second generation and school achievement and intelligence in the third generation. MethodsData from a population-based cohort of children in the Netherlands (N = 3547; 49.4% boys) were analyzed. Maternal, grandparental education and family routines, a parenting practice, were reported by the mother. Child school achievement at the end of primary school (∼12 years, with the national Dutch academic test score) and child intelligence (∼6 and 13 years) were measured in a standardized manner. Also, a child genome-wide polygenic score of academic attainment was calculated. To estimate the effect of educational mobility, inverse probability-weighted linear models and Diagonal Reference Models (DRM) were used. ResultsUpward maternal educational mobility was associated with better offspring school achievement, higher intelligence, and more family routines if compared to offspring of mothers with no upward mobility. However, mothers did not implement the same level of family routines as similarly educated mothers and grandfathers who already had achieved this educational level. Likewise, children of mothers with upward educational mobility had lower school achievement and intelligence than children of similarly educated mothers with no mobility. Child's genetic potential for education followed a similar association pattern with higher potential in children of upward mobile mothers. ConclusionPolicymakers might overlook social inequalities when focused on parental socioeconomic status. Grandparental socioeconomic status, which independently predicts child school achievement, intelligence, and parental family routines, should also be assessed. The child's genetic endowment reflects the propensity for education across generations that partly underlies mobility and some of its effect on the offspring.

Exploring Higher Education Mobility through the Lens of Academic Tourism: Portugal as a Study Case

This study seeks to expand the understanding of international academic tourism by revisiting concepts and their associations with the internationalisation of higher education and analysing the implications of the COVID-19 pandemic. This research takes Portugal as a study case, drawing on secondary data. From a theoretical standpoint, this work makes a significant contribution to addressing persistent conceptual ambiguities. In managerial terms, the findings hold significance for advancing Portugal as an academic tourism destination and raising awareness among tourism and educational stakeholders about the relevance and competitive advantages of international academic tourism. Finally, we reflect upon the pandemic effects and potential repercussions of future challenges on international academic tourism globally.

Parental ages and the intergenerational transmission of education: evidence from Germany, Norway, and the United States

ABSTRACT The diverging destinies hypothesis predicts that educational inequality increases in contemporary societies because parents with higher levels of education postpone the birth of their children. This hypothesis is supported by empirical evidence demonstrating that advanced parental ages improve children’s educational outcomes. However, the consequences of socioeconomic differences in parental ages for the intergenerational transmission of education also depend on whether the associations between parental ages and child education vary by parental education. To test this hypothesis, we use data from three countries representing different welfare regimes: Germany, Norway, and the United States. In all three countries, children’s educational attainment at the secondary school level increases with higher parental ages more in families with low than in families with highly educated parents. In other words, the intergenerational transmission of education is stronger for younger than for older parents. Consequently, our findings nuance the diverging destinies hypothesis by demonstrating that increasing parental ages in socioeconomically disadvantaged families increases educational mobility more than decreasing parental ages in socioeconomically advantaged families. These findings are qualitatively the same in all three countries, suggesting that diverging destinies also occur in countries outside the United States.

Women and Intergenerational Mobility in Education: A Micro-Level Study from Weavers’ Community of Varanasi, India

Women and Intergenerational Mobility in Education: A Micro-Level Study from Weavers’ Community of Varanasi, India

A longitudinal analysis of health inequalities from adolescence to young adulthood and their underlying causes

Research suggests that children of low-educated parents face greater health burdens during the passage from adolescence to young adulthood, as they are more likely to become low-educated themselves, establish behavioural and psychosocial disadvantages, or being exposed to unhealthy working conditions. However, studies examining the development and drivers of health inequalities during this particular life stage are limited in number and have produced varied results. This study investigates trajectories of self-rated health and overweight from 14 to 25 years of age, stratified by parental education, and explores the role of potential mediators (educational achievement, health behaviours, psychosocial factors, working conditions). We rely on prospective cohort data from the National Educational Panel Study (NEPS), a representative sample of 14,981 German ninth graders interviewed yearly from 2011 to 2021 (n = 90,096 person-years). First, we estimated random-effects growth curves for self-rated health and overweight over participants’ age and calculated the average marginal effect of high versus low parental education. Second, a series of simulation-based mediation analyses were performed to test how much of health inequalities were explained by children’s educational attainment (years of school education, years in university), health behaviours (smoking, alcohol, physical inactivity), psychosocial factors (number of grade repetitions, years in unemployment, chronic stress, self-esteem) and working conditions (physical and psychosocial job demands). We accounted for potential confounding by controlling for age, sex, migration background, residential area, household composition, and interview mode. Results show that higher parental education was related to higher self-rated health and lower probabilities of being overweight. Interaction between parental education and age indicated that, after some equalisation in late adolescence, health inequalities increased in young adulthood. Furthermore, educational attainment, health behaviours, psychosocial factors, and early-career working conditions played a significant role in mediating health inequalities. Of the variables examined, the level of school education and years spent in university were particular strong mediating factors. School education accounted for around one-third of the inequalities in self-rated health and one-fifth of the differences in overweight among individuals. Results support the idea that the transition to adulthood is a sensitive period in life and that early socio-economic adversity increases the likelihood to accumulate health disadvantages in multiple dimensions. In Germany, a country with comparatively low educational mobility, intergenerational continuities in class location seem to play a key role in the explanation of health inequalities in youth.