Background and Employability of Mobile vs. Non‐Mobile Students

Wiers‐Jenssen, Jannecke

doi:10.1080/13583883.2011.562524

Cited by 72 publications

(49 citation statements)

References 13 publications

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“…Firstly, there are studies reporting competency gains from ISM. Most notably, these studies highlight that ISM-experienced graduates have better foreign language skills than graduates without ISM experience (Teichler 2011;Wiers-Jenssen 2011;Netz 2012). Besides, Messer and Wolter (2007) find that ISM experience is associated with a higher likelihood of beginning a doctorate.…”

Section: Previous Research and Research Gapmentioning

confidence: 95%

“…Previous research stresses that ISM is subject to (self-)selection. Various studies show that a high social background is positively associated with ISM (Wiers-Jenssen 2011;Kratz 2012;Hauschildt et al 2015;Netz and Finger 2016). Besides, better marks at secondary school (Wiers-Jenssen 2011) and mobility prior to higher education entry (Lörz, Netz, and Quast 2015) are associated with a higher ISM propensity.…”

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confidence: 97%

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Which mechanisms explain monetary returns to international student mobility?

Kratz

Netz

2016

Studies in Higher Education

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The authors develop a conceptual framework explaining monetary returns to international student mobility (ISM). Based on data from two German graduate panel surveys, they test this framework using growth curve models and OaxacaBlinder decompositions. The results indicate that ISM-experienced graduates enjoy a steeper wage growth after graduation and that they receive higher medium-term wages. This is partly attributable to their favourable self-selection. Under control of selection effects and competency gains from ISM, two mechanisms so far disregarded in the literature explain monetary returns to ISM: the steeper wage growth results from the higher likelihood of ISM-experienced graduates to increase their wage through employer changes. Linked to this, their higher likelihood of working in large and multinational companies explains their medium-term wage advantage. IntroductionIn the past decades, numerous international mobility programmes, such as ERASMUS, have been established in European higher education. Substantial public funds have been invested to this end. This has aroused both political and scientific interest in whether international student mobility (ISM) yields career-related returns for the mobile individuals. Several studies from different European countries have addressed this question and have shown that graduates who spent part of their studies abroad receive higher wages (e.g. Wiers-Jenssen and Try 2005;Messer and Wolter 2007;Teichler 2011;Rodrigues 2013). It is still unclear, however, whether this association reflects a causal effect. If so, which precisely are the causal mechanisms that explain monetary returns to ISM? 1 To answer this research question, we first need to develop a conceptual framework for analysing monetary returns to ISM. We do so by integrating different theoretical approaches that explain how ISM can result in higher wages. On the one hand, our framework incorporates two explanatory mechanisms already discussed in previous research: graduates who spent part of their studies abroad could receive higher wages not because they sojourned abroad, but due to other characteristics leading to higher wages (selection effects). They could also receive higher wages because they acquired specific wage-relevant competencies abroad (competency effects). On the other hand, our framework incorporates two further theoretically plausible, but so far largely disregarded explanatory mechanisms: ISM experience could decrease job search costs and thus increase the likelihood to change the employer and realise wage gains during this process (employer change effects). And finally, the wage advantage of ISM-experienced graduates could be explained by the signalling value of ISM, which should enable an improved access to high-paying, large and multinational companies (company structure effects). By examining these four explanatory mechanisms in an integrated conceptual framework, we wish to provide insights into whether the observed wage advantage is causally attributable to ISM or merely the res...

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Section: Previous Research and Research Gapmentioning

confidence: 95%

mentioning

confidence: 97%

Which mechanisms explain monetary returns to international student mobility?

Kratz

Netz

2016

Studies in Higher Education

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“…With regards to the transferability of education undertaken abroad, Wiers‐Jenssen () lists in her literature review many international studies in which the labour market outcome of migrants is poorer compared with those who had undertaken their education domestically. In her own study, the author found that unemployment and over‐education were more prevalent amongst returning mobile degree students but on the positive side, if they were employed, graduates with education from abroad were more likely to have higher wages and hold more international jobs (Wiers‐Jenssen and Try, ; Wiers‐Jenssen, , ). A recent revision of the Standard Occupational Classifications allows for the differentiation between graduate and non‐graduate jobs according to the level of skills and qualification (Purcell et al ., , p. 20).…”

Section: Graduate Mobility Within the European Higher Education Areamentioning

confidence: 99%

European Mobility of United Kingdom Educated Graduates. Who Stays, Who Goes?

Behle

2014

Higher Education Quarterly

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Official figures from the Home Office show an increase in mobility of the highly-skilled from the United Kingdom (UK) to other European countries. This paper analyses the social composition of intra-European mobile graduates from the UK in the context of recent political developments (Bologna-Process, European Higher Education Area). Using quantitative and qualitative data from a longitudinal study of students and its follow-up study, the paper compares the social composition and current activity of intra-European mobile graduates with those remaining in the UK. Personal and higher education-related variables together with the current type of employment were significant for the distinction between intra-European mobile graduates and 'UK stayers'. UK-educated mobile graduates were identified as 'Eurostars', who come from high social classes or studied at high tariff higher education institutions. Mobility was identified as one way for UK-educated graduates to avoid employment in non-graduate jobs and add further value to their undergraduate degrees.

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“…Particular emphasis is placed upon the family as a site for the creation of mobility dispositions, moving towards an incorporation of additional contexts, such as educational background and leisure experience. The choice of subject matter is grounded in recognition of the importance of what has come to be known as 'international student mobility' (ISM) to career development, with numerous studies emphasising the potential of foreign sojourns to strengthen intercultural competencies and employability (Andrews and Higson, 2008;Behle and Atfield, 2013;Boden and Neveda, 2010;Bracht et al, 2006;Cai, 2013;Crossman and Clarke, 2010;Feyen and Krzaklewska, 2013;Frändberg, 2014;Guth, 2008;Teichler and Janson, 2007;Wiers-Jenssen, 2011). However, it is also acknowledged that access to the student mobility field is unequally distributed, with young people from relatively privileged family backgrounds tending to be overrepresented within publically funded mobility programmes such as the European Commission's Erasmus platform as well as among free movers (Findlay et al, 2012;King et al, 2011;7 Learning to Fly: Entering the Youth Mobility Field and Habitus in Ireland and Portugal David Cairns Murphy-Lejeune, 2002;Waters and Brooks, 2010;Waters, 2012).…”

Section: Introductionmentioning

confidence: 98%

Bourdieu, Habitus and Social Research

Costa¹,

Murphy²

2015

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Background and Employability of Mobile vs. Non‐Mobile Students

Cited by 72 publications

References 13 publications

Which mechanisms explain monetary returns to international student mobility?

Which mechanisms explain monetary returns to international student mobility?

European Mobility of United Kingdom Educated Graduates. Who Stays, Who Goes?

Bourdieu, Habitus and Social Research

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