Student Mobility Programs Research Articles

Antecedents of short-term international mobility programs: a systematic review and agenda for future research

ABSTRACT Short-term international mobility programs are being increasingly adopted by universities to achieve internationalisation, secure international accreditation and prepare graduates for global careers. A plethora of beneficial outcomes of student participation in short-term mobility education programs [Roy, A., A. Newman, T. Ellenberger, and A. Pyman. 2019. ‘Outcomes of International Student Mobility Programs: A Systematic Review and Agenda for Future Research.’ Studies in Higher Education 44 (9): 1630–1644; Waibel, S., H. Ruger, A. Ette, and L. Sauer. 2017. ‘Career Consequences of Transnational Educational Mobility: A Systematic Literature Review.’ Educational Research Review 20: 81–98] has motivated governments and universities to fund such programs [Pfotenhauer, S. M., J. S. Jacobs, D. J. Newman, and D. T. Roos. 2013. ‘Seeding Change Through International University: The MIT-Portugal Program as a Driver of Internationalization, Networking and Innovation.’ Higher Education 26: 217–242; Quan, R., A. Pearce, and Y. Baranchenko. 2017. ‘Educational Mobility in Transition: What Can China and The UK Learn from Each Other?’ Journal of Management Development 36 (6): 828–843; and Sin, C., O. Tavares, and G. Neave. 2017. ‘Student Mobility in Portugal: Grappling with a Adversity.’ Journal of Studies in International Education 21 (2): 120–135]. Scholarly work on student mobility in education has grown phenomenally in the last two decades. However, the specific study of antecedents of student participation which shape a student’s decision to participate in short-term mobility programs has not received adequate attention in literature. The need to study antecedents of student participation in mobility is highly relevant and critical to the creation of student opportunities for participation in such programs. With this aim, our paper undertakes a comprehensive review of scholarly works thus far on antecedents of student participation in short-term mobility programs classifying antecedents into personal and contextual antecedents. We identify areas of study needed to enhance scholarly understanding of antecedents of student participation and propose an agenda for future research complemented with recommendations for studying antecedents to short-term mobility participation.

An Empirical Research on the Behavioral Perceptions of University Students on Their ERASMUS Mobilities Abroad.

The European Union (EU) labor market needs a better-skilled workforce that can work in any of the Member States. In order to develop the skills and competencies of future competitors in this market, several student mobility programs have been set up in the EU, where they can travel to universities in partner countries to further their studies and enrich their academic performance, culture and knowledge. The best known of these programs is ERASMUS (European Region Action Scheme for the Mobility of University Students). Because Romania also participates in this program in the exchange of university students, the authors wanted, through this study, to highlight the benefits and challenges of participation in the program, to analyze how international mobilities are emotionally perceived by students and what are the behavioral reasons that determine Romanian students to choose a certain university as a study destination abroad. For this purpose, the authors conducted quantitative marketing research among students from the Transilvania University of Brasov who have been abroad with ERASMUS scholarships. The research results show that an important component in choosing a certain university is not the financial expense during the mobility as might have been expected, but rather the initial desire to study abroad. Students also consider the improvement of their academic performance as an equally important reason for embarking on mobility to the social aspect of getting to know other cultures.

Опыт апробации методики оценки эффективности межкультурных коммуникаций в образовании на примере программ международной студенческой мобильности

The article analyzes the results of testing the methodology for assessing the effectiveness of intercultural communications in education using the example of international student mobility programs at the Financial University under the Government of the Russian Federation in 2021. The methodology was developed within the framework of the research project "Intercultural communication in the global world: the experience of modeling and the use of new theoretical and methodological tools" taking into account the phenomenological approach and the ABC-concept of culture shock (Zhou Yu., Topping K., Todman J.). According to our theory, the species-forming signs of intercultural communication are the difference and deficiency of resources (linguistic, perceptual, instrumental and cognitive) shared by the communication participants. In this regard, the concept of intercultural competence in education is being clarified. This is an integral characteristic of a personality that provides resources for intercultural communication in the conditions of intersubjective interaction and mutual understanding in order to achieve the educational results set by the participants. The developed methodology is based on 8 criteria of effectiveness, and allows to carry out a quantitative assessment of communication on a 100-point scale and diagnose the barriers to adaptation of students. 68 graduates of international mobility programs took part in the approbation of the methodology. It was found that the least effective indicators of intercultural communication in education are associated with the production and reproduction of new forms of communication and the achievement of export influence. Difficulties in understanding the educational material by students, lack of confidence in communication with students and university teachers were also found. We have proposed practical recommendations for increasing the number of classes that would help to fill the deficiencies in the instrumental resources of communication and the export influence of education. In the activities of educational institutions, telecolaborations of students with the use of remote technologies can be applied. Telecolaboration is understood by us as a tool for joint reproduction and interpretation of resources for intercultural communication.

European Higher Education Area, internationalization and students’ mobility in 21st century

Higher Education Institutions (HEIs) seem to be influenced by the evolutions of globalization, to modernize and operate according to the knowledge society and therefore preparing and equipping students with the appropriate knowledge and skills required in order to respond to new situations imposed by the modern globalized environment. A principal axis is the internationalization of the teaching and learning provided in order to increase the competitiveness among institutions, improve the quality of the provided services and lastly integrate an international as well as intercultural dimension in the purpose, the functions and the mission of an institution (De Wit, 2015; Knight, 2004). The aim of the present article is to provide a theoretical reflection on internationalization and student mobility (which is an internationalization policy) in European Higher Education Area in the 21st century. The first section will attempt to delineate the concept of internationalization and its modern dimensions in the HE, while referring to the ways that is promoted within the European Area. The second section focuses on student mobility in the 21st century. First, there is a brief description of the history of mobility and then the relationship between mobility and the Bologna Process is outlined. In addition, student mobility programs are described as well as the evaluation of students' experiences who participated in those programs, as shown in relevant research. Reference is also made to student mobility at the time of Covid-19 spread. Lastly, in the third section an attempt is made to link the processes of internationalization and mobility in Higher Education in Europe.

Student Mobility Program "Kampus Merdeka" In Indonesia: Perspective from Accounting Students

Student Mobility Program "Kampus Merdeka" In Indonesia: Perspective from Accounting Students

The Role of Diaspora Policies, Ethnic Capital and International Education in Brazilian Migration

This article delves into the experiences of Brazilian students studying abroad, examining the factors that drive and hinder this type of international migration. Our analysis emphasises the importance of exchange programmes, transnational connections, and diasporic practices. We contend that the desire to emigrate is fostered by relative underdevelopment, but that international and local factors present structural barriers to realising those aspirations. As a result, individuals must seek alternative avenues, with educational exchanges and student mobility programmes emerging as critical resources. We also explore how ethnic and human capital can facilitate mobility for many Brazilians, enabling them to overcome structural barriers that often require them to navigate multiple nation-states. This study thus contributes to the conversation on the connections between ethnic and human capital on the one hand and multinational, stepwise migrations on the other.

Mobilidade estudantil de universitários oriundos do ensino médio público: experiências com o programa Ciência sem Fronteiras 1, 2, 3

Abstract The internationalization of higher education is a marker of universities in the contemporary world. In this process, academic mobility programs are central, representing the most visible aspect of internationalization. This article analyzes the academic mobility of students from the Science without Borders program who have studied in public high schools, especially the access of the students to the program, their international experiences, and projects for the future. The empirical research, carried out in a public university in the Midwest region of Brazil, consisted of two surveys and group discussions analyzed through the Documentary Method. Based on the results, we identified that social origin and school capital are dimensions that can hinder or deprive the participation of students from less favored classes in the access to student mobility programs. However, for students who were able to overcome these barriers, the contribution of the international experience goes beyond academic conquers and offers opportunities for the development of new projects for the future, both in the personal and professional fields.

Factors affecting the migration of qualified specialists in the framework of the export of education

The mobility of qualified specialists is a trend in the modern economy. In addition to the brain drain, the concept of brain circulation has emerged, the source and constituent of which is the export of education and the international student mobility programs. Based on the systematization and analysis of scientific publications in international scientometric systems, the article highlights the factors influencing the decision of students participating in study programs abroad to stay in the host country or return home after the studies.

Global Korea Scholarship students: Intention to stay in the host country to work or study after graduation

AbstractOver the past few decades, South Korea has increasingly sought to attract international talent. Every year, hundreds of students are invited to study in the country on a competitive scholarship provided by the government. Upon graduation, students are equipped with a tertiary degree, as well as knowledge of the Korean language and culture. This study examines the determinants of intention to stay in South Korea to work or study after graduation, using a 2019 survey of Global Korea Scholarship recipients (n = 524). We draw upon literature in student mobility and examine determinants of two‐step migration, including satisfaction with the scholarship program, university experiences, social integration, and life in the host country. Results from the statistical analysis show that academic satisfaction, social adjustment, and satisfaction with life in South Korea are positively associated with participants' intentions to stay in the country to work or study after graduation. The findings highlight the role of academic institutions and host communities in influencing students' poststudy plans and point to the need for policy measures that approach talent retention with simultaneous attention to integration and satisfaction, both within and beyond campus.Related Articles in this Special IssueAyhan, Kadir Jun, and Nancy Snow. 2021. “Introduction to the Special Issue—Global Korea Scholarship: Empirical Evaluation of a non‐Western Scholarship Program from a Public Diplomacy Perspective.” Politics & Policy 49(6): 1282–1291. https://doi.org/10.1111/polp.12440.Lee, Hyelim, and Nancy Snow. 2021. “Gendered Experience in Student Mobility Programs—Global Korea Scholarship Recipients' Evaluation of Korea's Country Image.” Politics & Policy 49(6): 1343–1358. https://doi.org/10.1111/polp.12441.Perez, Loarre Andreu, Myoung‐Gi Chon, Kelly Vibber, and Jeong‐Nam Kim. 2021. “Classifying Foreign Publics: Examining the Relationships Behavioral Experience, Symbolic Environment, and Communication Behaviors among Key Foreign Publics.” Politics & Policy 49(6): 1308–1322. https://doi.org/10.1111/polp.12439.

Gendered experience in student mobility programs—Global Korea Scholarship recipients' evaluation of Korea's country image

AbstractAccording to 2012 Organisation for Economic Co‐operation and Development (OECD) statistics, 11 of 19 OECD countries have a higher female international student participation ratio in student mobility. South Korea has a higher ratio of female international students in general and a higher ratio of female Global Korea Scholarship (GKS) recipients. In 2018 and 2019, we surveyed GKS students about their evaluation of South Korea's country image and discovered significant differences by gender. Female students tend to show a lower cognitive and affective evaluation of the GKS country image experience than male students. We aim to uncover the determinants of these asymmetrical gender‐based differences in the perceived country image of South Korea. Two adjustment indicators (emotional well‐being and feeling part of society) and three adjustment factors (language skills, length of stay, and perceived discrimination) were examined to explore the determinants of gendered favorability toward the country. The findings suggest that female and male GKS recipients have different gendered experiences in the country, which, in turn, impacts their evaluation of South Korea's country image. The findings contribute to the country image and public diplomacy studies and practice, particularly in sponsored student mobility programs, which often fail to distinguish gendered experiences in their analysis or program planning.Related Articles in this Special IssueAyhan, Kadir Jun, and Nancy Snow. 2021. “Introduction to the Special Issue—Global Korea Scholarship: Empirical Evaluation of a non‐Western Scholarship Program from a Public Diplomacy Perspective.” Politics & Policy 49(6): 1282–1291. https://doi.org/10.1111/polp.12440.Istad, Felicia, Eriks Varpahovskis, Ekra Miezan, and Kadir Jun Ayhan. 2021. “Global Korea Scholarship Students: Intention to Stay in the Host Country to Work or Study after Graduation.” Politics & Policy 49(6): 1323–1342. https://doi.org/10.1111/polp.12436.Tam, Lisa, and Kadir Jun Ayhan. 2021. “Evaluations of People, Affection, and Recommendation for a Host Country: A Study of Global Korea Scholarship (GKS) Recipients.” Politics & Policy 49(6): 1292–1307. https://doi.org/10.1111/polp.12438.

Introduction to the special issue—Global Korea Scholarship: Empirical evaluation of a non‐Western scholarship program from a public diplomacy perspective

AbstractMost governments offer scholarships for international students as part of their public diplomacy toolbox. However, empirical assessments of these programs are relatively rare. The limited number of existing works often concern Western countries, while international student mobility programs in non‐Western countries remain insufficiently researched. This special issue addresses these two gaps in the literature. All the articles utilize a unique and rich dataset of the perspectives of Global Korea Scholarship (GKS) recipients about South Korea. This dataset consists of four surveys conducted in 2018 and 2019 of GKS students, alumni, and pre‐arrival inbound students. There are over 200 variables, most of which are about GKS recipients’ cognitive and affective evaluation of Korea, their Korea‐related behaviors, their perceptions of how they are treated by Koreans, their satisfaction with studying in Korea, satisfaction with university and language school, and integration into Korean society. The articles look at various aspects of GKS as a public diplomacy tool, including the determinants of positive recommendations toward Korea as a study or tourism destination, the relationship between behavioral experience, symbolic environment and communication behaviors, determinants of students’ intentions to stay in the host country, gendered dynamics of the scholarship, students’ perspectives on justice based on their experiences in, and beliefs about, the host country, and the determinants of students’ satisfaction with life in Korea.Related Articles in this Special IssueIstad, Felicia, Eriks Varpahovskis, Ekra Miezan, and Kadir Jun Ayhan. 2021. “Global Korea Scholarship Students: Intention to Stay in the Host Country to Work or Study after Graduation.” Politics & Policy 49(6): 1323–1342. https://doi.org/10.1111/polp.12436.Jon, Jae‐Eun, and Kadir Jun Ayhan. 2021. “Satisfied or Dissatisfied: The Determinants of Global Korea Scholarship Recipients’ Satisfaction with Life in Korea.” Politics & Policy 49(6): 1391–1414. https://doi.org/10.1111/polp.12437.Tam, Lisa, and Kadir Jun Ayhan. 2021. “Evaluations of People, Affection, and Recommendation for a Host Country: A Study of Global Korea Scholarship (GKS) Recipients.” Politics & Policy 49(6): 1292–1307. https://doi.org/10.1111/polp.12438.

Evaluations of people, affection, and recommendation for a host country: A study of Global Korea Scholarship (GKS) recipients

AbstractExtant research has examined the significance of interpersonal relationships in affecting public diplomacy outcomes. Relational public diplomacy is a long‐term approach to public diplomacy which posits the importance of people‐to‐people exchange programs that facilitate two‐way interactions between people from two different countries. Using survey data (n = 385) collected from alumni of the Global Korea Scholarship in 2018, this study found that respondents' perceptions of treatment by South Korean people influenced their comparisons of people from South Korea and their home countries. Moreover, the more highly they evaluated South Koreans compared to people in their home countries, the more likely it was that they would develop an affection and make positive recommendations toward South Korea as a destination for study and tourism. The empirical findings in this article have policy implications for scholarship programs as a public diplomacy tool beyond South Korea.Related Articles in this Special IssueAyhan, Kadir Jun, and Nancy Snow. 2021. “Introduction to the Special Issue—Global Korea Scholarship: Empirical Evaluation of a non‐Western Scholarship Program from a Public Diplomacy Perspective.” Politics & Policy 49(6): 1282–1291. https://doi.org/10.1111/polp.12440.Jon, Jae‐Eun, and Kadir Jun Ayhan. 2021. “Satisfied or Dissatisfied: The Determinants of Global Korea Scholarship Recipients’ Satisfaction with Lifein Korea.” Politics & Policy 49(6): 1391–1414. https://doi.org/10.1111/polp.12437.Lee, Hyelim, and Nancy Snow. 2021. “Gendered Experience in Student Mobility Programs—Global Korea Scholarship Recipients’ Evaluation of Korea’s Country Image.” Politics & Policy 49(6): 1343–1358. https://doi.org/10.1111/polp.12441.

Satisfied or dissatisfied: The determinants of Global Korea Scholarship recipients’ satisfaction with life in Korea

AbstractSponsored international student mobility programs are important public diplomacy tools for governments. These programs’ positive outcomes are usually taken for granted and are rarely assessed. International students’ satisfaction with life in the host country is an important variable for their behavioral outcomes related to the host country. This study used data from two surveys of Global Korea Scholarship (GKS) recipients from 136 countries to examine the determinants of their satisfaction with life in Korea. We found that students' cognitive and affective evaluations of Korea, frequency of Korean‐language social interactions, and perceptions of their treatment by Koreans because of their nationality or religion were significant determinants of GKS students’ satisfaction with life in Korea. In terms of demographic characteristics, men, students from developing countries, and those majoring in natural sciences or engineering fields were more satisfied than their peers. We discuss the implications of these findings for public diplomacy.Related Articles in this Special IssueAyhan, Kadir Jun, and Nancy Snow. 2021. “Introduction to the Special Issue—Global Korea Scholarship: Empirical Evaluation of a non‐Western Scholarship Program from a Public Diplomacy Perspective.” Politics & Policy 49(6): 1282–1291. https://doi.org/10.1111/polp.12440.Hong, Moon Suk, Minjeong Jeon, and Kadir Jun Ayhan. 2021. “International Scholarship for Social Change? Re‐contextualizing Global Scholarship Alumni's Perceptions of Justice and Diversity in South Korea.” Politics & Policy 49(6): 1359–1390. https://doi.org/10.1111/polp.12435.Istad, Felicia, Eriks Varpahovskis, Ekra Miezan, and Kadir Jun Ayhan. 2021. “Global Korea Scholarship Students: Intention to Stay in the Host Country to Work or Study after Graduation.” Politics & Policy 49(6): 1323–1342. https://doi.org/10.1111/polp.12436.

Exploring Global Korea Scholarship as a Public Diplomacy Tool

Through international student mobility programs, such as Global Korea Scholarship (GKS), countries aim to influence international students’ beliefs about and attitudes toward the host country. In this article, we explore GKS’s role in bringing international students to the country and analyze changes in GKS students’ and alumni’s affective and cognitive evaluation of Korea after coming to the country. We compare results based on students’ and alumni’s length of stay, gender, and economic development level of their home country. Our findings suggest that after coming to Korea, GKS recipients evaluate Korea more positively in both affective and cognitive dimensions.

Commitment to Academic Exchanges in the Age of COVID-19

The closure of university campuses and the suspension of international student mobility programs have been common as a result of COVID-19, though not all programs have closed their doors. In the Republic of Korea, the relatively successful management of the pandemic allowed borders to remain open, nor have any national lockdowns been incurred to date, making student mobility possible throughout the pandemic. In Spring 2020, however, the Korean government started requiring quarantine-upon-arrival for all travelers from abroad. The sudden announcement, in addition to subsequent constantly changing policy provisions, created confusion; information from Korean government agencies and embassies both locally and abroad were conflicting. The fast approaching Fall 2020 semester would see students arrive en masse with no knowledge of how the quarantine process would work or in what ways (e.g., financially, psychologically, emotionally) the mandatory isolation period might affect them.

A Report on a Visit to the School of Tropical Medicine and Global Health, Nagasaki University


 Introduction: In August 2018, three Master of Public Health (MPH) students from the Faculty of Medicine and Health Sciences, University Malaysia Sabah visited the School of Tropical Medicine and Global Health (TMGH), Nagasaki University in Japan.
 Methods: They were joined by a faculty lecturer from the Community and Family Medicine Department. The objective of the ten-day educational trip was to attend the short course on Spatial Eco-Epidemiology Technologies at Public Health at Nagasaki University, School of TMGH.
 Results: The trip provided students with practical and theoretical experience of the latest technologies in the field of spatial eco-epidemiology. It also provided an opportunity to learn from the Japanese culture and gave them a well-rounded foundation upon which to build their knowledge for future careers in public health.
 Conclusion: This fantastic opportunity would not have been possible without the generous support and funding provided by UMS Student Mobility Programme.

Internationalization of social work education in India through student exchanges: challenges and prospects

ABSTRACT Internationalization of social work education in terms of student mobility, staff mobility, curriculum transaction and research collaboration are getting on priority agendas of universities across the globe. This could be attributed to the demands of the profession to be cultural sensitive and being adaptive to the educational standards which could empower the practice. Indian social work education and its internationalization is discussed in this paper in the context of ‘International student exchanges’ from author’s experience. This paper is descriptive and based on a single case study of one school of social work in South India. Social work interns who participated in international exchanges appreciate the need for knowledge of global priorities and strategies to advance social work education, research and skill development for practice. Though the literature focus more on different models of international student mobility programs, there need to have deliberations, rules of partnership and clear exchange goals specifically on ‘international student exchanges’, which will contribute towards the internationalization of Indian social work education. This paper identify the importance of International student exchanges in internationalizing Indian social work education as well as opening new avenues of collaboration.

Effect of Learning Abroad on the Students’ Career Direction and Employability through Australian-Indonesian Student Mobility Programs

Among key features of the internationalization of higher education, student mobility has been given a big attention by universities and relevant stakeholder to achieve advance knowledge, intercultural skills, intellectual capital, and prospective labour market benefit. The increasing number of Indonesian students studying in Australian universities indicates the development of student mobility collaboration between both nations. Australia has become the most popular destination country for Indonesian students to pursue better education and Indonesia also become one of the destination countries for Australian students to participate in international student mobility program under the New Colombo Plan (NCP). Yet, little is known, about the impact of student mobility program or learning abroad on students’ career direction and employability within the context of both nations. This article is aimed to address this gap by examining the perspectives of participating students and other relevant stakeholders from both countries. It uses Bourdieu’s thinking tools of capital, habitus, field, and the idea of cultural and social reproduction, to capture the picture of how this student mobility program affects the students in relation to their career direction and employability. Findings generated from this research will be beneficial to HEIs and policy makers in Indonesia and Australia so that all involving parties can acquire expected outcomes of this student mobility program.

The quality of international mobility experiences, general self-efficacy and job search self-efficacy: A time-lagged investigation

Grounded on social cognitive career theory as a framework, the present research investigates whether high quality international mobility experiences of students enhance their general self-efficacy perceptions and improve job-search self-efficacy behavior (JSSE-B) and job-search self-efficacy outcome (JSSE-O) following graduation. Data was collected at two different time points from students who enrolled to an international mobility program. The first survey was conducted shortly after students returned to home country, and the second survey after 23 months on average following the first survey. The results revealed that the quality of international experiences had a positive and indirect effect on JSSE-B and JSSE-O and this relationship was mediated by general self-efficacy of participants. The findings suggested that both general self-efficacy and by extension job search self-efficacy could be enhanced through properly designed international student mobility programs, benefits of which are not constrained to a limited time span, but prevail after graduation, as well.

Evaluating the soft power of outbound student mobility: an analysis of Australia’s New Colombo Plan

ABSTRACT Outbound student mobility can be regarded as an important foreign policy initiative to exert and increase national influence in host locations. But how to evaluate the specific soft power influences remains unsolved. In this article, an educational soft power framework that can provide a reference in evaluating soft power of related education activities in future empirical studies is proposed. Taking the Australian short-term student mobility program, New Colombo Plan, as an example, the soft power pursuit of outbound student mobility is analyzed. Evaluating its detailed soft power elements and influences is conducted by examining its evaluation reports under the framework. The study then provides some suggestions for future implementation and study for promoting soft power.