Shifting International Student Mobility Directions and Factors Influencing Students’ Higher Education Destination Choices

Kirloskar, Pranjali; Inamdar, Neeta

doi:10.52547/johepal.2.3.160

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…The main drive of this growth in the global mobility of international students is attributed to student flows to non‐OECD countries (OECD, 2021). In addition, Intra‐regional mobility, expansion in the supply of HE and low‐cost air travel are other factors shaping this trend (Kirloskar & Inamdar, 2021). This growth in international mobility has raised the expectations of market participants such as universities, international student agents and other support services organisations (e.g., student accommodation, marketing and recruitment and EdTech).…”

Section: What Are the Pre‐covid Megatrends In Ism?mentioning

confidence: 99%

“…As a result, the proportion of globally mobile students in non‐OECD countries increased from 23% in 1998 to 31% in 2019 (Figure 3). This is the result of several factors with demographics in certain non‐OECD countries, such as India, being the main driver for student mobility growth (Kirloskar & Inamdar, 2021).…”

Section: What Are the Pre‐covid Megatrends In Ism?mentioning

confidence: 99%

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Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK

Tsiligiris

Ilieva²

2022

Higher Education Quarterly

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Higher education (HE), particularly its international mobility element, is one of the sectors that have suffered an immediate and substantial impact by the pandemic. The disruption in international travel and the local restrictions to physical contact has caused disruptions in the academic planning and delivery of higher education worldwide. Many argue that the recent pandemic and the move to online and blended learning delivery will define the future of HE. In this paper, we explore two main themes. Firstly, we explore the pre-Covid trends in international higher education.

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Section: What Are the Pre‐covid Megatrends In Ism?mentioning

confidence: 99%

Section: What Are the Pre‐covid Megatrends In Ism?mentioning

confidence: 99%

Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK

Tsiligiris

Ilieva²

2022

Higher Education Quarterly

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“…(2020) argues that higher education institutions should include more blended mobility programmes. On the other hand, the change in forms of student mobility is driven by economic and cultural reasons, the national political climate, and global geopolitical realities (Kirloskar and Inamdar, 2021). William Lo and Chan (2020), Hou and Du (2022) place great emphasis on the political and economic forces among the countries participating in student mobility programmes and unequivocally determine the successful implementation of these processes.…”

Section: Entrepreneurship and Sustainability Issuesmentioning

confidence: 99%

“…In the context of internationalization, technological and socio-cultural changes, the international mobility of students in higher education is receiving increasing attention (Lopez-Duarte, et. al., 2021;Khanal and Gaulee, 2019;Castro, et.al., 2016;Bista, 2019;Dias, et al, 2021;Kirloskar and Inamdar, 2021;Cibák et al, 2021;Hou and Du, 2022). The results of international student exchange programmes such as Erasmus, their improvement opportunities, efficiency and effectiveness of existing processes and projects, as well as potential challenges, changes for the participants in different geographic fields are analysed (Do and Pham, 2016;Lopez-Duarte, et.…”

Section: Introductionmentioning

confidence: 99%

Development trends and challenges of students' academic mobility in higher education

Juškevičienė¹,

Samašonok²,

Rakšnys³

et al. 2022

JESI

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The article presents the evaluation of students' international academic mobility in higher education in the context of the scientific literature, where the barriers to the development of academic mobility are singled out, the more effective management tools of academic mobility and their effectiveness are discussed. The aim of the research: after identifying the problematic areas of the implementation of international academic mobility in higher education, to anticipate the possibilities of its development. Analytical descriptive, quantitative and statistical research methods were applied. Using the quantitative research strategy, the experience of participation of Lithuanian higher education students (n = 349) in the Erasmus+ mobility programme was clarified, the reasons for non-participation in international academic mobility programmes were revealed and the factors determining higher student mobility indicators were singled out. The results of the study revealed the need to improve the system for the promotion and implementation of international academic mobility in higher education, as the results of the study showed that only a small number of research participants took part in the Erasmus+ programme. Despite the fact that participation in academic mobility programmes provides experience in communication and cooperation with representatives of other cultures, professional foreign language development, independence skills are developed, however, according to the research participants, fear, self-confidence due to insufficient professional knowledge and skills, lack of foreign language knowledge, intimidating selection procedures and interviews, and fears of possible difficulties in adapting when moving to another country, as well as reluctance to break up with family or close friends and insufficient financial support (scholarship), are among the reasons for not participating in Erasmus+ mobility. When assessing the possibilities of developing international academic mobility in higher education, the highest average scores show that higher scholarships and paid internships, as well as opportunities for groups of students to go to the same higher education institution or company in another country and places offered (educational institutions, internship places), the diversity of of places for academic exchanges and the high level of quality of professional training (education, studies and internships), according to the research participants, would encourage students to participate more actively in international academic mobility programmes. The results of the study will have practical implications for anticipating possible more effective tools for managing academic mobility in higher education.

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Actualizing Curriculum Internationalization: An Integrative Review

Shahjahan,

Miao,

Baizhanov

2024

Comparative Education Review

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Shifting International Student Mobility Directions and Factors Influencing Students’ Higher Education Destination Choices

Cited by 5 publications

References 14 publications

Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK

Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK

Development trends and challenges of students' academic mobility in higher education

Actualizing Curriculum Internationalization: An Integrative Review

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