Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization

Mittelmeier, Jenna; Rienties, Bart; Gunter, Ashley; Raghuram, Parvati

doi:10.1177/1028315320906176

Cited by 73 publications

(45 citation statements)

References 58 publications

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“…Moreover, given that international students have underwritten the costs of higher education to the national exchequer and to domestic students, how will nations respond? What role will international distance education (Mittelmeier et al, 2020) play in the unrelenting spread of internationalised higher education? What lessons can this form of internationalisation learn from the experiences of international student migrants?…”

Section: Discussionmentioning

confidence: 99%

The Entangled Infrastructures of International Student Migration: Lessons from Covid-19

Raghuram

Sondhi

2021

Migration and Pandemics

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The impact of Covid-19 on international student mobility has been noted by policy makers and the media ever since the global lockdowns started in early 2020. However, most of the concerns focus on what the drop in student mobility means for the finances of the countries and educational institutions to which students would have moved; there has been little exploration of the students’ own experiences of Covid-19. This chapter explores the entangled education, migration, and finance infrastructures that shape international student migration and how they failed the students during the pandemic. It draws on questionnaires and interviews conducted with international student migrants from a range of countries and who are registered to study in the UK to point to how migration policies, consular services, educational institutions, and travel industry all affected students. It points to how these components are entangled, and that their failure during the pandemic led to particular forms of immobility and mobility, leaving many students stuck in uncertain and precarious situations. The chapter ends by suggesting that reading the pandemic as an acute unprecedented event is important but inadequate. It is also a window into the everyday failures that the entangled infrastructures of international student mobility posed before Covid-19, how these came to be and who benefited from these infrastructures.

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Section: Discussionmentioning

confidence: 99%

The Entangled Infrastructures of International Student Migration: Lessons from Covid-19

Raghuram

Sondhi

2021

Migration and Pandemics

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“…While there may be an emerging consensus on the vital role of face-to-face learning during study abroad stints, with physical travel as the hallmark of immersive cross-cultural interaction (Ross, 2020), strong arguments are now being made about the opportunities of online learning platforms that allow students to actively choose immobility over mobility and not as a default option (Mittelmeier et al, 2020). In a context where significant higher education spending is flowing from universities to platform providers, new pandemic-era claims that digital affordances can work towards widening geographical and social access, and strengthen the mission of all public education, deserve further scrutiny.…”

Section: New Political Economies Of Public Higher Educationmentioning

confidence: 99%

“…If undertaken, these measures may lower the financial bar for young people with modest means but who desire an international experience of the kind enjoyed by wealthier students who have long enjoyed a 'secessionist mobility'-a spatial secession from the local. The affordances of spatial and intercultural connectivity through alternative modes of internationalisation such as technologyenabled Internationalisation at a Distance (IaD) have also been touted, although these too require further research (Mittelmeier et al, 2020).…”

Section: Charting the Future Of International Student Mobilitiesmentioning

confidence: 99%

International student mobilities in a contagion: (Im)mobilising higher education?

Sidhu

Cheng

Collins

et al. 2021

Geographical Research

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This article reflects on the possible effects of the COVID-19 pandemic on international student mobilities and higher education systems. Celebrated as a 'success' story of a mutually beneficial globalisation, international higher education as we have known it is unravelling and reassembling. We offer an overview of the material changes and public discourses that are reframing student mobilities and higher education from three Anglophone positions involving Australia, Singapore, and New Zealand. The authors interrogate the amplified role of digital infrastructures in remaking international higher education, through border management practices and digital learning strategies. We outline changes at the urban scale that are starting to take hold from the stasis in student mobilities. We also speculate on emerging modalities of international higher education and their accompanying economies of opportunities and vulnerabilities. Our reflections take seriously calls to understand the wide-reaching implications of an invisible, border-crossing microbe, and interrupt the impulse to resurrect what came before the pandemic. It is in this spirit of thoughtful reflection to stop rebuilding 'more of the same' that we interrogate novel border rationalities and market making, which are being called on in work to govern space-time and subjects in a fragile post-COVID world.

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“…A "new normal" is in the offing and awaits international students like myself to embrace it in ways that uphold the values of intercultural capital and international academic exchange while adjusting to the new normal of less reliance on face-to-face communication. Mittelmeier et al (2021) suggest that opportunities of online learning platforms will allow students to actively choose immobility over mobility. However, my experiences tell us that physical mobility continues to be the hallmark of immersive cross-cultural learning, the development sense of place and sense of belonging, and the source of identity construction.…”

Section: Concluding Notesmentioning

confidence: 99%

The Emotional Geographies of Being Stranded Due to COVID-19: A Poetic Autoethnography of an International Doctoral Student

Phan

2021

Cultural Studies ↔ Critical Methodologies

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This poetic critical autoethnography paper studies my own experiences of disrupted mobility as a Vietnamese doctoral student in New Zealand who was stuck in Vietnam. Through the lens of space and place, I investigate the issues of sense of belonging and sense of place that were reconfigured in different spaces. The article highlights my agency to reinforce and reconnect with my sense of belonging. As the article focuses on immobility, it challenges the mobility bias in international education scholarship, arguing that new forms of mobility can be produced out of immobility and that identity reconstruction can be enabled through respatialization.

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Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization

Cited by 73 publications

References 58 publications

The Entangled Infrastructures of International Student Migration: Lessons from Covid-19

The Entangled Infrastructures of International Student Migration: Lessons from Covid-19

International student mobilities in a contagion: (Im)mobilising higher education?

The Emotional Geographies of Being Stranded Due to COVID-19: A Poetic Autoethnography of an International Doctoral Student

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