Why Do Countries Differ in Their Rates of Outbound Student Mobility?

Kritz, Mary M.

doi:10.1177/1028315315587104

Cited by 25 publications

(17 citation statements)

References 19 publications

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“…In identifying the determinants of international mobility, a first line of research focuses on the cross-country comparisons to explore why some countries excel in attracting inbound international students whereas others feature a high volume of outbound students (Kritz 2016;Wei 2013). Following the classic push-and-pull model in the immigration literature, this research mainly analyses indicators such as gross domestic product per capita and tertiary education enrolment rates in terms of the supply and demand of educational resources.…”

Section: Introductionmentioning

confidence: 99%

Why study abroad? Sorting of Chinese students across British universities

Cebolla‐Boado

Soysal

2017

British Journal of Sociology of Education

105

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This research contributes to the booming literature on the mobility of international students in higher education. We analyse universitylevel factors that affect the sorting of Chinese international students across British universities. We produced a unique data-set merging university-level data from the 2014 UK Higher Education Statistics Agency and the Higher Expectations Survey, supplemented by qualitative evidence from six focus groups for illustrative purposes. Our results, using nationally representative evidence for the first time, confirmed that university prestige is the most important driver for the sorting of Chinese students across British universities, together with further effects of the broader social and cultural offerings that the universities provide. Interestingly, the cost of study and marketing strategies deployed by universities do not seem to drive the Chinese students' university choices. Our findings underline the importance of diffuse institutional factors such as university rankings and their taken-for-granted status by students themselves.

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Section: Introductionmentioning

confidence: 99%

Why study abroad? Sorting of Chinese students across British universities

Cebolla‐Boado

Soysal

2017

British Journal of Sociology of Education

105

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“…Whereas the human capital findings for non-Mexican settlers were consistent with spatial assimilation theory in that immigrants with higher educational attainment were more likely than their lesser educated compatriots to be dispersed, none of the education measures were significant for Mexicans. The coefficients for men were positive and significant in the full settler models (columns a and b) but they were not significant countries are more likely to be dispersed (Kritz, 2015b). We expected…”

Section: Individual and Economic Context Characteristics Of Immigramentioning

confidence: 81%

“…That finding suggests that the growing numbers of international students coming to the USA contribute to foreign‐born dispersal. Many U.S. international students come from countries that send large numbers of permanent immigrants to the USA, including China, India, and Korea and immigrants from those countries are more likely to be dispersed (Kritz, ). We expected English language fluency to be significant for dispersion and found that it was for non‐Mexican but not Mexican migrants.…”

Section: Individual and Economic Context Characteristics Of Immigrantmentioning

confidence: 99%

Spatial dispersion of U.S. national origin groups: Characteristics of dispersed immigrants and settlement places

Kritz

Gurak

2018

Population Space and Place

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This article examines the individual and economic context correlates of foreign‐born dispersion in the 2007–2011 period using confidential American Community Surveys and census data. For 40 national origin groups and other foreigners from 7 world regions, group‐specific settlement indicators for 741 geographic areas were used to estimate dispersion relationships to human capital, acculturation, settlement region, and economic context. A fixed‐effect model estimated with individual indicators, net of national origin, indicated that human capital and acculturation had relationships to dispersion that conformed to human capital and spatial assimilation theories but found that those relationships were attenuated or no longer significant after controlling for economic context. Individual and economic context correlates of dispersion also differed for Mexicans and non‐Mexicans. For both groups, the economic context measures that had the strongest relationships to dispersion were labour force shares in education/research/technology fields, and native‐born employment change between 1990 and 2000. Employment in agriculture and the military were significant for both Mexicans and non‐Mexicans but shares employed in manufacturing and construction were only significant for non‐Mexicans. Ordinary least squares (OLS) models for 40 origin countries indicated that internal migration status, residence in a household with a native‐born head, never married status, and English language fluency were significant correlates of dispersion for most groups. Having an advanced degree was also significantly related to dispersion for over half of the groups. Future studies should focus on the linkages between immigration histories and immigrants' human capital and how they shape the dispersion pathways that national origin groups take to different economic contexts.

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“…Levatino () conducted a macro‐level panel data analysis of international student enrolments in Australia's higher education, showing that the determinants of onshore enrolment are also related to offshore enrolment. Earlier work has been predominantly dedicated to studying the various factors which may affect student mobility globally or in other regions (e.g., Beine, Noël, & Ragot, ; Bessey, ; Kritz, ; Rosenzweig, Irwin, & Williamson, ). Therefore, this paper contributes to the literature by focusing on China's approach to liberalising its education sector under the WTO and FTAs with a focus on the ChAFTA and its impact on Australia's education exports to China.…”

Section: Introductionmentioning

confidence: 99%

The impact of the China–Australia Free Trade Agreement on Australia's education exports to China: A legal and economic assessment

2018

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As a landmark achievement in the development of the China–Australia bilateral economic relations, the China–Australia Free Trade Agreement (“ChAFTA”) achieves a higher level of liberalisation in education services compared with China's commitments under the World Trade Organisation and its other free trade agreements. However, the ChAFTA fails to relax the major regulatory barriers in China, which will remain the key obstacles to Australia's education services exports to China. Through a preliminary study and a regression analysis of the impacts of the ChAFTA on Australia's education exports to China based on available data, we show that the ChAFTA did not play a significant role in promoting the application and approval of Sino‐Australian joint programmes but did contribute to the growth of international student enrolments from China. The effect of the ChAFTA is, at best, secondary to that of domestic regulation and tends to be greater in less regulated areas.

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Why Do Countries Differ in Their Rates of Outbound Student Mobility?

Cited by 25 publications

References 19 publications

Why study abroad? Sorting of Chinese students across British universities

Why study abroad? Sorting of Chinese students across British universities

Spatial dispersion of U.S. national origin groups: Characteristics of dispersed immigrants and settlement places

The impact of the China–Australia Free Trade Agreement on Australia's education exports to China: A legal and economic assessment

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