International education ‘here’ and ‘there’: geographies, materialities and differentiated mobilities within UK degrees

Lee, Jihyun; Waters, Johanna

doi:10.1080/14649365.2022.2065696

Cited by 9 publications

(3 citation statements)

References 56 publications

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“…Compacts between universities and large employers are quite common, and graduate recruitment fairs or less formal alumni recruitment networks tie the university into local labour markets. Degrees awarded by universities are mass, life-shaping moments (Lee and Waters, 2022) that drive many aspects of their enveloping cities and urban areas. The combination of visa regimes and university degrees play an important role in reducing the ability of graduates to move with their degree, despite the discourse of enhanced mobility that is often marketed.…”

Section: Universities Sorting Placing and Caring For Bodiesmentioning

confidence: 99%

Urban Geography III: Universities and their spaces

McNeill

2023

Progress in Human Geography

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This Progress Report reviews recent literature that rethinks the spatiality of the university. First, it discusses the growing body of work that identifies the agency of universities in producing and shaping urban space, including their role in contributing to social injustice in cities. Second, it reviews understandings of universities as sites of relational knowledge production, linking this to the proliferation of studies of student (im)mobility. Third, it considers how the university works to spatially sort and place bodies – students, staff and non-humans.

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Section: Universities Sorting Placing and Caring For Bodiesmentioning

confidence: 99%

Urban Geography III: Universities and their spaces

McNeill

2023

Progress in Human Geography

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“…As I have written in Phan (2022Phan ( , 2023, the situation of disrupted mobility turned me from a mobile student to a student in situ. Lee and Waters (2022) argue that the divergence in the experiences (and associated outcomes) of students receiving in-country international education and international study at home largely rests on the materialities of their educational encounters. My special international-turned-in-situ experience testifies to this point.…”

Section: 'Off' Campus: Having No Homementioning

confidence: 99%

‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand

Phan

2023

Lond. Rev. Educ.

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This article delineates my place attachment and sense of home in my Epsom campus, University of Auckland, in Aotearoa New Zealand, where I studied for my PhD in two periods of time: during the first year of my PhD programme, when my sense of home was established; and when I returned to Vietnam for my six-month research trip and was stranded due to the Covid-19 pandemic, leading to my sense of home in my campus being weakened and disrupted. Using poetic autoethnography as the methodology, I recount my personal experiences of how I grew attached to my university campus as a physical place, and social spaces of cultural diversity, friendship, and academic and PhD student identity development. The article offers an analysis of my unique emotional experience of being on and off campus involuntarily, which is hardly found in extant literature on international student mobility and students’ lived experiences.

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“…Correspondingly, as Waters and Brooks (2021) have recently argued, diversification in the student body engaging in study abroad does not necessarily, then, indicate greater equality of outcomes for these students. In fact, as study abroad has (on some levels) become ‘democratised’, so different measures of value in study abroad have emerged, resulting in a hierarchy of study abroad experiences (Lee & Waters, 2022). Indeed, one of the aims of this paper is to encourage some reflection on the extent to which such a hierarchy might be based (amongst other things) on the duration of ‘time spent’ abroad.…”

Section: Participation In Study Abroadmentioning

confidence: 99%

Time well spent? Temporal dimensions of study abroad and implications for student experiences and outcomes under the UK Turing Scheme

Waters

2022

British Educational Res J

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This paper reflects on the importance of 'time spent' in understanding the international student experience. Short-term mobility programmes (involving stays of between 1 week and 2 months) attracting less privileged students, such as the relatively new Turing Scheme in the United Kingdom, have been hailed as a potential 'solution' to the fact that, traditionally, wealthier individuals have been far more likely to engage in study abroad. However, we do not yet know how short-term and longer duration programmes compare in terms of the value they confer to students (in relation to their experiences and outcomes). How likely is it that short-term mobility at undergraduate level is as valuable, according to different measures, as mobility lasting 6 months to several years (as with degree mobility)? This paper reviews some of the evidence to date on shorter duration mobility, addressing how value in international study is constructed and conferred and how this relates to 'time spent'. The paper concludes by arguing that the picture is mixed: although short-term mobility will be beneficial to students, those engaging in longer term exchanges (usually more privileged students) are likely to derive greater benefits.

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International education ‘here’ and ‘there’: geographies, materialities and differentiated mobilities within UK degrees

Cited by 9 publications

References 56 publications

Urban Geography III: Universities and their spaces

Urban Geography III: Universities and their spaces

‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand

Time well spent? Temporal dimensions of study abroad and implications for student experiences and outcomes under the UK Turing Scheme

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