The world turned upside down: Can international student mobility contribute towards democratization and human development? Evidence from the Eurograduate pilot survey

Abstract

Political, social, environmental, and health challenges have questioned the relevance and sustainability of international student mobility (ISM). Strong critiques towards ISM stem from current global challenges but are also rightfully prevalent among scholars of internationalization. In response to the sustained critique of ISM, this article makes the case that—despite its limitations—ISM can contribute towards important public good outcomes and serve broader institutional and higher education sector aims. Public good is operationalized as referring to markers of democratization—trust in others and political participation—and markers of human development—self-reported competency levels and happiness. Data from eight European countries collected through the Eurograduate 2018 pilot survey is used to test the association between study abroad and democratization and human development markers. By doing so, the paper aims to understand if ISM can help address some of the democratization and human development challenges faced at national, regional, and global levels. The paper also observes how these outcomes vary between international, migrant, and domestic graduates. In this article, the juxtaposition of migrant graduates—an under-researched group in internationalization studies—with international graduates highlights how migrant students and graduates can be better supported. Results offer a complex picture of inequality between international, migrant, and domestic graduates. Findings also show that studying abroad is positively associated with trust in others, political participation, higher self-reported competency levels, and happiness, underlining the public good value of ISM.