Student Mobility In Higher Education Research Articles

Latest Open Doors report examines trends in international student enrollment

The Institute of International Education, in collaboration with the U.S. Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics since 1948 on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of American students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

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.

What did Open Doors 2023 reveal about international students?

Since 1948 the Institute of International Education, in collaboration with the United States’ Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of Americans students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Regionalization and Higher Education Student Mobility in East Africa: Examination of Opportunities and Challenges from the Ugandan Context

There is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.

An analytic strategy for data processing of multimode networks

AbstractComplex network data structures are considered to capture the richness of social phenomena and real-life data settings. Multipartite networks are an example in which various scenarios are represented by different types of relations, actors, or modes. Within this context, the present contribution aims at discussing an analytic strategy for simplifying multipartite networks in which different sets of nodes are linked. By considering the connection of multimode networks and hypergraphs as theoretical concepts, a three-step procedure is introduced to simplify, normalize, and filter network data structures. Thus, a model-based approach is introduced for derived bipartite weighted networks in order to extract statistically significant links. The usefulness of the strategy is demonstrated in handling two application fields, that is, intranational student mobility in higher education and research collaboration in European framework programs. Finally, both examples are explored using community detection algorithms to determine the presence of groups by mixing up different modes.

International student mobility and its broad impact on destination countries: A review and agenda for future research

The literature on international student mobility (ISM) has recently proliferated across diverse fields, reflecting its multifaceted connections with higher education institutions, business, and industry. This paper reviews existing research to examine what is known on ISM in higher education to determine future directions. The paper provides an in-depth, systematic review of articles published over the past decade to obtain an overview of ISM’s antecedents, decisions, and outcomes. The theories, contexts, and methods employed in the paper to gain this understanding are also explained. Knowledge gaps are highlighted regarding international students’ diverse participation and their impacts on host countries. Finally, research directions are proposed to reveal ISM’s role and potential at the nexus of higher education and industry. This paper adds to existing research by adding insights into student mobility in higher education.

Intra-Africa Student Mobility in Higher Education

The editors of this timely volume on internationalization, Chika Trevor Sehoole and Jenny J. Lee, contextualized a burgeoning body of research that examines and distinguishes educational migration from the perspective of non-Western and economically developing nations.

Main challenges to international student mobility in the European arena

This study analyses international student mobility (ISM) in Europe since the 1999 Bologna Declaration. International mobility of higher education students is both a driver and a consequence of the Bologna Process and emerges as a relevant issue in a wide range of research areas. This literature review develops a qualitative content analysis of the set of high-performance articles published between 2000 and 2018 and identified through a wide range of bibliometric tools: direct (first generation) citation counts; indirect or accumulated impact; early influence; adjusted impact with respect to year of publication, type of document, and discipline; and alternative metrics that measure interactions in the internet and social media. The content analysis focuses on the pending achievements and main challenges to ISM, among them: attracting non-European students to whole degree programs, the need for actual and further convergence in programs and systems to ensure real compatibility, the impact of HE ISM on the promotion of the European citizenship and consciousness, the sharp imbalance between credit and degree mobility, the need to strengthen the link between ISM and employability, the existing social selectivity in European ISM, the frequent social segregation problems faced by international students.

Students’ Perceptions of Diversity in Higher Education: A Case from Turkey

Today, as student mobility in higher education is increasing, university environments are hosting more students with different races, cultures and backgrounds. Because the structure of universities is mostly designed in accordance with the culture of white students, white students are generally not very interested in the issues of differences and their general perception of differences is low. However, African-origin black students, who have had an experience of differences in a period of their lives, are more interested in issues related to differences and their general perception of the differences they experience in the campus environment is higher. The aim of this study is to reveal the challenges and opportunities arising from being in an international educational environment and to try to understand students' perceptions of differences. For this purpose, at an international university in Turkey, which has increasingly been the scene of differences, 192 students' perceptions related to differences were measured via questionnaires and the results were analyzed.

Health and Employment Experiences of Chinese International Students in Australia

Chinese international students represent a significant social, economic and cultural force in Australian society. Research has demonstrated that Chinese students enrich Australia not only through their economic contribution, but through soft diplomacy and cultural links. Despite this, and the recent rapid growth in the number of Chinese international students to the country, only a small number of studies have focused specifically on understanding the health and employment experiences of Chinese students in Australia. This paper examines interview data from an ethnographic study involving ten Chinese international students pursuing higher education in New South Wales, Australia. Topics concerning work rights and exploitation, migration, and cultural differences are touched upon within their health and employment experiences. This paper provides insights for those working with Chinese international students in the areas of health education and promotion, diversity and inclusion, employment and mobility studies. The results contribute to broader insights into the inward/outward mobility of higher education students and Australia’s National Strategy for International Education 2025.

НАУКОВІ ПІДХОДИ ФОРМУВАННЯ ІНШОМОВНОГО ПРОФЕСІЙНОГО СПІЛКУВАННЯ МАЙБУТНІХ АГРАРНИХ ІНЖЕНЕРІВ

One of the important tasks of vocational education in the agricultural sector is to train highly qualified specialists in the field of agricultural engineering by developing foreign language communication skills, which are necessary for further cooperation with colleagues at the international level. The main purpose of the article is to substantiate the scientific approaches for the formation of foreign language professional communication of future agricultural engineers. The introduction of new technologies in the agricultural sector requires knowledge of foreign languages, so its study is extremely important. Therefore, a significant aspect is the substantiation of scientific approaches for the formation of foreign language professional communication of future professionals. The article describes in detail the most popular in domestic and foreign methodology scholarly approaches (communicative, professional-oriented, reflexive, speechactivity, direct, competence, communicative-cognitive, blended learning) used in the process of teaching professional foreign language communication. The essence and specifics of foreign language professional competence of future specialists in agricultural engineering are clarified. The prospect of this research is to expand relations with foreign countries for future cooperation with foreign colleagues and a leading position in the labor market not only in Ukraine but also abroad, since a foreign language is one of the main mechanisms for the implementation of integration processes, the mobility of higher education students, scientists and professionals. Knowledge of a foreign language in the future will allow a specialist in agricultural engineering to adapt more quickly in today's professional environment and successfully carry out their professional functions. Knowledge of a foreign language also allows to increase the general competence of a future specialist not only in the field of agricultural engineering, but also in all spheres in general, which is part of accelerating economic and socio-cultural development, both in individual areas and in the whole country.

A Systematic Review and Conceptual Model of International Student Mobility Decision-Making

This research synthesizes the most recent studies on the international student mobility of higher education students. Our aim is to begin to conceptualise and predict the barriers, enablers and determinants from an organisational psychology perspective that may contribute to the limited decision making of higher education students to become internationally mobile. Previous studies were used to examine the uncertainties and difficulties documented in other international student groups to try to understand the determinants of internationally mobile versus non internationally mobile students, and make transferrable conceptual links to South African higher education students. These conceptual links are framed in an organizational psychology perspective. This article uses a systematic review methodology and began by framing review objectives, identifying relevant publications, establishing criteria for selecting the studies that were analyzed, summarizing the evidence found, and drawing relevant conclusions. A conceptual model is proposed as an extension of the current international student mobility literature and merged with organizational psychology theory to develop a new future research line. Research limitations are addressed, and practical implications are discussed to assess whether interventions can be created to support international mobility decision-making amongst international students in general, and South African higher education students in particular, to create a globally competitive workforce and sustainable employment paths.

International Student Mobility: An Empirical Study Based on FEUP Mechanical Engineering Data

Students are formal learners seeking documented and recognized tertiary education. Student mobility in higher education can be inward (into a country) or outward (out of a country). Both types of mobility are educational processes offering different experiences and resulting in different outcomes. At least half of MIEM (Integrated Mechanical Engineering master degree of the Faculty of Engineering of the University of Porto, Porto, Portugal) students are driven to seek different institutions and different societies outside their known environment. During the academic year 2019/20 one hundred and forty MIEM students were engaged on exchange mobility projects distributed among inward Portuguese universities and a large number of outward European and non-European programs. This report focuses on MIEM student exchange aiming to share collected data based on numbers and experiences. A developed questionnaire addressing exchange mobility benefits on student educational progression as well as on the foreseen future career was handled to all 2019/20 mobility students and the collected data are reported here. Results of the survey show that 90% of the responding students consider that the engaged exchange program will turn into a positive influence on their career and a short 10% did not appreciate the mobility experience.

Student mobility in higher education: Sicilian outflow network and chain migrations

The Italian public universities are subsidised within a competitive framework that awards excellence, efficiency, and the capacity of universities to attract students from Italian regions other than its own. However, repeated cuts to public spending has increased the well-known Italian North-South divide. The most important student mobility (SM) flow is from the Southern to the Central-Northern regions--a phenomenon that has been magnified by an increasing number of outgoing students from Sicily over the last decade. In this paper, we rely upon micro-data of university enrolment and students' personal records for three cohorts of freshmen, in order to investigate preferential patterns of SM from Sicily toward universities in other regions. Indeed, our main goal is to eventually reveal the existence of chain migrations, through which students from a particular geographical area move towards a particular destination. We consider 38 clusters aggregating the 390 Sicilian municipalities, based on geographical proximity and socio-economic criteria. The data from each cohort is represented as a tripartite network with three sets of nodes, namely, clusters of Sicilian municipalities, students, and universities. The tripartite network is projected in a bipartite weighted network of clusters and universities, which is, then, filtered, in order to obtain a statistically validated bipartite network (SBVN). The SBVNs of the three cohorts suggest the existence and evolution of chain migration patterns over time, which are also gender specific.

Virtual mobility for students, going from distance learning to live participation

Paper reviews differences between virtual mobility and distance learning, providing insight into current state of art for online learning in higher education. Authors analyze main barriers and obstacles for live virtual mobility to become a mainstream practice as well as justify the possible regions of operation. Summary is provided for the most visible pilot projects that have paved the way for the term virtual mobility to become an object of interest. Main impact factors are listed and the discussion part summarizes the future vision of live virtual student mobility in higher education.

A Community of Practice for Social Justice: Examining the Case of an International Scholarship Alumni Association in Ghana

International higher education student mobility can lead to social change in the students’ home countries. This article examines the case of the Ford Foundation’s International Fellowship Program Alumni Association in Ghana and how it has organized to affect change. Findings show that this association has assimilated many of the attributes of Wenger’s community of practice (CoP) model. These characteristics include building strong communication systems, learning together in workshops, and solving problems through regular communication: activities that have improved their “practice” of social justice advocacy. The study also challenges the CoP model in three key ways relevant to international higher education, including highlighting how graduates incorporate their overseas education in their social justice practice and the limitations of diaspora engagement. Findings aim to inform administrators and participants of international higher education schemes, with a particular focus on international scholarship programs and those seeking to promote social justice.

The sustainability of international higher education: Student mobility and global climate change

Much literature discusses higher education as an agent for sustainable development, but the extent to which higher education contributes to unsustainable economic and social systems receives less attention. This paper examines the environmental impacts of international student mobility in higher education. Combining several datasets, the paper presents a model of greenhouse gas emissions associated with international student mobility. Estimates suggest that these emissions are substantial and are rising faster than overall global emissions, but the emissions per student are slowly decreasing, largely due to changes in the patterns of mobility. The paper concludes that although international exchange is increasingly important, a meaningful consideration of higher education for sustainable development should take account of environmental costs of international mobility alongside its benefits.

A Short Overview of China’s Higher Education, and Students Global Mobility

Background: China launched in 2013 a global project called the One Belt One Road (OBOR), renamed later the Belt and Road Inititive. This idea of modernization also exists for the higher education. Objective: This is an overview of China's higher education and prospects of development. Method: Reading and enquiry shows that China's higher education is global and has ambitious programs on higher education. Result: Between 1990 and 2010, in just twenty years, China made unbelievable progresses in higher education and stands probably unique in the world history for its progresses. The number of universities in China was 1908 in 2007, 2491 in 2013 and 2631 in 2017 (Statista 2019). This number has increased constantly over the past decade. In 2012, 400,000 of mainland China students left and studied abroad, in 2013 this number increased to 420,000 and became 550,000 in 2016 (China’s Minister of Education). The number of foreign students who came to study in China was 320,000, 380,000 and 440,000 in 2012, 2013 and 2016 respectively. In 2019, the first university of China was Tsinghua University in Beijing, followed by Beijing University, Zhejiang University and Shanghai Jiao Tong University. In the world university ranking table, Tsinghua was respectively ranked the 71^st in 2012, 52^nd in 2013, 30^th in 2018 and 22^nd in 2019. There are huge changes in higher education in China, and student mobility in higher education is high. Conclusion: This paper compares globalization, and study in particular glocalization. China certainly accepts the fact that it is more convenient to retain some Chinese local tradition, and keeps the best norms of the international higher education adapted to the Chinese cultural concepts. This is probably why China’s higher education has reached its present high level.

Globalism, regionalism and nationalism: the dynamics of student mobility in higher education across the Taiwan Strait

ABSTRACT This paper aims to broaden the conceptual approaches to understanding the complexity of student mobility in higher education (HE) across the Taiwan Strait, thereby exemplifying a contradictory mix of collaboration and competition that involves interplay among the various forces associated with global, regional and national settings. To achieve this goal, the paper provides an abstraction of ‘trichotomisation’, which explains the significance of the concepts of globalism, regionalism and nationalism in understanding cross-Strait student mobility, and thus shows its threefold nature. Specifically, it considers the intensification of cross-Strait student mobility in HE and the counter-reaction as a manifestation of globalism, a form of regionalism, and an expression of nationalism.

Comparative Study on the Trends of the College Students’ International Mobility in Europe and East Asia

This study compared the pattern of student mobility and its structural characteristics in Europe and East Asia in order to explore the regionalization process of higher education in both areas. Specific research questions for the purposes are as follows. First, how has the trend of student mobility in higher education changed for the past 10 years among the countries in Europe and East Asia? Second, how has the trend of centralization in this regard changed for the same period in the regions? Third, does any country play the a bridging role in this regard? Fourth, how evenly has student mobility been distributed among the countries in Europe and East Asia? Lastly, compared to the European countries, what are the structural characteristics of the East Asian countries that have higher degrees of student mobility? To answer the research questions, this study analyzed the data provided by OECD and UNESCO, using the social network analysis method.BR Results showed that student mobility in Europe has consistently grown, quite evenly across the countries. Similarly in East Asia, student mobility has also grown for the past 10 years. In contrast to Europe, however, student mobility in East Asia has been concentrated in a few countries, and takes a different pattern. Based on the analysis, this study suggests that student mobility in East Asia should be furthered to exchange students at a higher degree among countries with different historical and cultural backgrounds to strengthen the identity of the East Asian region.