Student Mobility Research Articles

No sleep, no dreams: imaginings and expectations in online student mobility to Japan during the Covid-19 crisis

The Covid-19 pandemic radically accelerated the digitalization dynamics that were already in motion in many areas of society, from teleworking to e-commerce, online leisure and e-learning. This resulted in a contradictory redefinition of place as a heterotopic site in which different times and spaces were simultaneously juxtaposed. In the case of higher education, universities had to suddenly digitalize their classes in a broader attempt to ensure the continuity of their curricula. Study abroad programs thereby found themselves in the paradoxical situation of being forced to change to an online format, despite having been fully designed for physical mobility. Through a qualitative approach, the article focuses on a group of undergraduate students of Japanese Studies in Spain, who eventually dropped out of their online mobility placement, which they had started in the belief they would be able to finish it in person in Japan. Drawing on ethnographic interview data, it reveals how they managed to regain their autonomy of action over the narrative of their experience – in a self-liberating process in which empowerment and agency were fundamental – and thus rise above an immobility regime whose chronotopic nature had placed them out of line with their previous imaginings and expectations.

Export of medical education in the world market of educational services

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

Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul

Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul

Training in Transplantation and Cellular Therapy in Latin America: A Cross-Sectional Study of the LABMT

Hematopoietic cell transplantation (HCT) is a complex and resource-intensive procedure that has become a critical treatment for certain hematologic conditions. However, in Latin America, access to HCT is limited compared to high-income countries, in part due to a lack of standardized training programs for HCT professionals. To address this gap, the Latin-American Bone Marrow Transplantation Group conducted a cross-sectional study to assess the current state of training programs in HCT and cellular therapy across the region. This study aimed to describe and analyze the availability, characteristics, and challenges of HCT training programs in Latin America, with a focus on identifying barriers and proposing solutions for improvement. A cross-sectional survey was sent to 127 recognized HCT centers across 14 Latin-American countries in December 2022. The survey collected data on institutional characteristics, training program structure, costs, and barriers to program development. Descriptive statistics were used to summarize the data, and comparative analyses were performed using Chi-square and Mann-Whitney tests. Of the 127 centers surveyed, 50 (39%) responded, with the majority located in Brazil (34%) and Mexico (30%). Among the respondents, 64% (n = 32) offered formal training programs lasting 6 months or longer. The most significant barriers reported were lack of funding (n = 21), limited number of transplant procedures (n = 15), and a shortage of qualified professors (n = 11). Proposed solutions included increasing student mobility opportunities (n = 28), enhancing program quality (n = 27), and improving access to funding (n = 15). Only 6% of programs offered exposure to CAR-T therapy, and fewer than half of the centers provided international rotations. This study highlights significant disparities in HCT training programs across Latin America, with most countries lacking access to formalized training. While Brazil and Mexico serve as regional hubs, other nations have limited or no training opportunities. Addressing these gaps through increased funding, international collaborations, and standardized curricula is essential to improving HCT training and ultimately patient care in the region.

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

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

A Bibliometric Literature Review on Trends in the Internationalization of Higher Education

In recent years, the internationalization of higher education has become a critical theme, reflecting global interconnectedness and the increasing mobility of students and academics. This study aims to identify and analyze trends in internationalization research from 2015 to 2024. Utilizing a bibliometric analysis of 9,180 articles and 44,000 keywords from Web of Science and Scopus databases, the research synthesizes developments in nine key fields over the past decade. Methods include data cleaning, keyword determination, and the use of Excel for data processing and analysis. The results reveal significant progress in understanding the complexities of internationalization, such as student mobility, societal and cultural integration, educational methods, and quality assurance. The study highlights the accelerated role of digital technology due to the COVID-19 pandemic and emerging national security issues. Conclusions offer new theoretical and practical insights into the role of internationalization in higher education outcomes and predict future trends. The findings have significant implications for policy-making, institutional strategies, and future research directions. This research contributes to the literature by providing a comprehensive analysis of past trends and suggesting directions for future studies, emphasizing the need for coordinated efforts from educational institutions, governments, and international organizations. Emphasis is placed on inclusivity and sustainability, with a call for innovative strategies to address emerging challenges and leverage new opportunities in the field of higher education internationalization.

Intercultural communication skills and student mobility in Morocco

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

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

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

MEASURING GLOBALIZATION: ANALYZING INTERNATIONALIZATION OF HIGHER EDUCATION (IOHE) THROUGH STEM EDUCATION IN PAKISTAN

The concepts of 'internationalization' and 'globalization' are closely intertwined, impacting both tangible and intangible aspects of higher education. Internationalization refers to the internal transformations that occur within an educational setting as a result of frequent cross-border interactions within a local governmental system. Currently, developing countries like Pakistan are adapting and shaping their higher education systems in response to the global knowledge economy but neglecting the introduction of STEM education in the areas of social sciences like mathematics, statistics, entrepreneurship, IT, and other courses that are considered the need of time may leads to lack social scientist’s ability to estimate & forecasting and critically evaluate the situations as these deficiencies lead to reduce the cognitive skill of the workforce. This qualitative study employed Wallenstein’s World System analysis framework to examine student mobility and educational policy aspects in Pakistan critically. The findings suggest that the internationalization of higher education may lead to unequal exchange of educational services between core and peripheral countries in the global system.

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

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

Assessment of the Transportation and Mobility Impacts of Santa Rosa Bridge Rehabilitation on Student Commuters

This study assessed the transportation and mobility impacts of the Santa Rosa Bridge rehabilitation on student commuters, focusing on how this infrastructure project affects their daily travel experiences. The study employs a descriptive-comparative methodology, gathering data from 117 student commuters through a researcher-made questionnaire distributed online. Results reveal a significant increase in travel time, with more students experiencing delays of 1-2 hours or more. Additionally, the rehabilitation has led to decreased satisfaction with available transportation options and overall commuting experiences, as evidenced by a decline in weighted mean scores across all transportation and mobility constructs. The study concludes that the rehabilitation project has adversely affected student commuters, disrupting their routines and reducing the reliability of their commutes. These findings highlights the need for proactive measures, such as alternative transportation options or temporary shuttle services, to mitigate the impact on student mobility during infrastructure projects.

FEATURES OF THE USE OF THE TERMS “OVERSEAS STUDENT”, “FOREIGN STUDENT” AND “INTERNATIONAL STUDENT” IN DIFFERENT EDUCATIONAL AND CULTURAL CONTEXTS

The article analyzes the peculiarities of using the terms “overseas student”, “foreign student” and “international student” in various educational and cultural contexts. It was found that British scientists prefer to use the term “international student”, because it better reflects the realities of globalization, internationalization and student mobility, which meets the modern needs of educational institutions and the international community. It is emphasized that the term “foreign student” remains the dominant term in Ukrainian education due to its legal certainty and established practice, however “international student” is also gradually coming into use, especially in the context of European integration and educational exchanges. Analysis of the use of the terms “foreign” and “international” student on the example of the British Council and HESA shows how important is the correct definition of students in international education statistics. A change in the HESA counting methodology in 2009, when students were classified by nationality rather than place of residence, revealed a significant difference in the number of international students in the UK (a difference of 32%), highlighting the extent to which counting methodology can influence research outcomes and state policy.

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

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

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

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

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

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

MEASURING GLOBALIZATION: ANALYZING INTERNATIONALIZATION OF HIGHER EDUCATION (IOHE) THROUGH STEM EDUCATION IN PAKISTAN

The concepts of 'internationalization' and 'globalization' are closely intertwined, impacting both tangible and intangible aspects of higher education. Internationalization refers to the internal transformations that occur within an educational setting as a result of frequent cross-border interactions within a local governmental system. Currently, developing countries like Pakistan are adapting and shaping their higher education systems in response to the global knowledge economy but neglecting the introduction of STEM education in the areas of social sciences like mathematics, statistics, entrepreneurship, IT, and other courses that are considered the need of time may leads to lack social scientist’s ability to estimate & forecasting and critically evaluate the situations as these deficiencies lead to reduce the cognitive skill of the workforce. This qualitative study employed Wallenstein’s World System analysis framework to examine student mobility and educational policy aspects in Pakistan critically. The findings suggest that the internationalization of higher education may lead to unequal exchange of educational services between core and peripheral countries in the global system.

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

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

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

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

Migration Trajectories of Uzbek Students in France and the UK

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

Persistence and Success of Student Mobilization in a Post-Dictatorship and Neoliberal Context in Chile (1990-2020)

Persistence and Success of Student Mobilization in a Post-Dictatorship and Neoliberal Context in Chile (1990-2020)