International Student Mobility: Approaches, Challenges and Suggestions for Further Research

Wells, Anna Mary

doi:10.1016/j.sbspro.2014.07.350

Cited by 43 publications

(37 citation statements)

References 10 publications

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“…These categories are as follows: (a) “Full degree program in a foreign country,” (b) “Short-term study-abroad experience as part of degree program at home institution,” (c) “Crossborder collaborative degree programs between two or more institutions or providers,” (d) “Research and fieldwork,” (e) “Internships and practical experiences,” and (f) “Study tour, workshops” (p. 25). In addition, global student flows, as Wells (2014) stresses, are divided in the literature under two broad classifications, mobility by student exchange programs and mobility of degrees, which are both called types of ISM. Similarly, Findlay et al (2012) divide ISM into the two broad categories of short term (credit mobility) and long term (degree mobility) in terms of scope and time.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, it attracts the attention of more and more researchers from different disciplines (Brooks & Waters, 2009; Findlay, 2011; Freed, 1998; Raghuram, 2013; Teichler, 1996; Ward & Kennedy, 1993). According to Wells (2014), “[t]he majority of studies on ISM is concentrated in the following areas: Migration Studies, Education, Sociology of Higher Education” (p. 21).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Review of Research on International Student Mobility: Science Mapping the Existing Knowledge Base

Gümüş

Gök

Esen

2019

Journal of Studies in International Education

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Among the increasing number of academic publications in the field of higher education, studies focusing on internationalization of higher education are on the exponential phase in the last couple of decades. In these efforts, the research on international student mobility (ISM) has been a priority. This current review research uses science mapping tools to examine Web of Science (WoS)–indexed journal publications focusing on ISM. The purpose of the review is to demonstrate the development of ISM research in the last three decades. The findings, revealed from an examination of 2,064 publications, suggest that ISM research has significantly expanded since 2005. Findings also reveal crucial information regarding the authors’ country of origin as well as country collaborations and the most influential scholars in the field by demonstrating networks around the world. Topical foci analysis is also included in the study to show current patterns in ISM research. Discussions and suggestions are expected to provide a basis for countries and international organizations in their policy development efforts related to international students and a ground and direction for future research on ISM.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A Review of Research on International Student Mobility: Science Mapping the Existing Knowledge Base

Gümüş

Gök

Esen

2019

Journal of Studies in International Education

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“…Besides the interest in rising numbers of international students and their postgraduation returns home, the question of who these international students are has started to receive attention only relatively recently. Although some texts include rather vague hints about the affluent family background of international students or see them as belonging to an elite group of students (Adnett, ; King & Ruiz‐Gelices, ; Kritz, ), others describe studying abroad explicitly as a strategy of middle class families to maintain their social position (Findlay et al, ; Findlay, King, Stam, & Ruiz‐Gelices, ; Wells, ). This seems to be a strategy typically applied in an increasingly competitive and expanding tertiary education system.…”

Section: Introductionmentioning

confidence: 99%

Study choices and returns of international students: On the role of cultural and economic capital of the family

Bahna

2017

Population Space and Place

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Our study analyses connections between the economic and cultural capital of the families of international students, their study choices, and postgraduation returns. Thus far, research on brain drain has focused either on actual returns or on the intentions of students to return. Literature exploring the selectivity of international student mobility interpreted the middle class background of the students as a distinction strategy in a situation of expanding tertiary education in the source country. However, the connection between the cultural and economic capital of the student's family and postgraduation returns has not yet been analysed. Our results, based on a survey of parents of internationally mobile students from Slovakia, confirm the previously reported selectivity of international student mobility. Internationally mobile students come more often from families with a higher level of cultural capital. Moreover, students from families with high cultural capital have a higher probability of studying in more prestigious study destinations. The study destination is, however, not influenced by the economic capital of the family. We use structural equation modelling to describe the connection observed between cultural and economic capital and postgraduation returns. Although a high level of cultural capital increases the odds of nonreturn, a high level of economic capital increases the chance of postgraduation return. We suggest that such a “cultural capital drain” could have positive consequences on vertical labour market mobility in the source country. We discuss the connection between international student mobility and labour migration in the case of international students from low income families.

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“…Others suggested that the web could be used to establish discussion and networks with students in another country prior to the tour itself (Duke, 2000). Due to varying understandings of student mobility and what it entails, and impacts varying from individual to individual, the experience and impact have been difficult to document (Flom, 2014;Wells, 2014). Landis, Bennett & Bennett (2004) argue that these experiences will be of benefit if they are followed by a period of self-reflection.…”

Section: Global Mobility and Intercultural Competencymentioning

confidence: 99%

Intercultural Dialogue through Design (iDiDe)

Ang

2017

Collaboration and Student Engagement in Design Education

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Intercultural dialogue through design, globally known as “iDiDe” (pronounced i-dee-dee) was initiated by an Australian university in 2011 for architecture and built environment disciplines. Set within the context of international education and internationalisation, which are the focus of Australian universities this century, iDiDe offers a model of intercultural collaboration and student engagement. iDiDe is more than a generic international study tour. Firstly, there is collaborative academic leadership that comes from institutional partnerships between Australia and five Asian nations (Malaysia, Thailand, India, Indonesia, Sri Lanka), secondly, intercultural dialogue and intercultural understanding underpin the pedagogical approach, and thirdly, iDiDe projects extend discipline specific learning into the realms of reality. This chapter is an expose of iDiDe. It seeks to determine what elements of the model contribute to intercultural collaboration and student engagement. Findings are evaluated for their impact upon participants. The potential for transformative learning and response to global citizenship are discussed along with future research.

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International Student Mobility: Approaches, Challenges and Suggestions for Further Research

Cited by 43 publications

References 10 publications

A Review of Research on International Student Mobility: Science Mapping the Existing Knowledge Base

A Review of Research on International Student Mobility: Science Mapping the Existing Knowledge Base

Study choices and returns of international students: On the role of cultural and economic capital of the family

Intercultural Dialogue through Design (iDiDe)

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