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Christof Van Mol - One of the best experts on this subject based on the ideXlab platform.
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International Student Mobility and labour market outcomes: an investigation of the role of level of study, type of Mobility, and international prestige hierarchies
Higher Education, 2020Co-Authors: Christof Van Mol, Kim Caarls, Manuel Souto-oteroAbstract:Over the last decades, there has been increasing interest in the topic of international Student Mobility (ISM). However, there is surprisingly little analysis of the ways in which different characteristics and types of short-term ISM or the importance of host education systems and labour markets may affect early career outcomes of formerly mobile graduates. Therefore, in this study we explore, first, the relationship between participation in ISM at the Bachelor and Master level and graduates’ wages and the duration of education-to-work transitions. Second, we investigate variations in ISM labour market outcomes according to the type of Mobility: study, internships, or combinations of both. Third, we examine the relationship between labour market outcomes of formerly mobile Students and the country of destination’s position in higher education international prestige hierarchies and labour market competitiveness. We use the Dutch National Alumni Survey 2015, a representative survey of higher education graduates in the Netherlands, conducted 1.5 years after graduation. Before controlling for selection into ISM, the results suggest the existence of labour market returns to ISM and that the heterogeneity of ISM experiences matters as labour market outcomes vary according to the level of study, the type of Mobility, and the positioning of the country of destination in international prestige hierarchies. However, after controlling for selection into ISM through propensity score matching, the differences in early career outcomes between formerly mobile and non-mobile graduates disappear, suggesting that they cannot be causally attributed to their ISM experience. We explain these results with reference to the characteristics of the Dutch education system and labour market, where restricted possibilities for upward vertical Mobility limit returns to ISM in the local labour market.
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new directions in studying policies of international Student Mobility and migration
Globalisation Societies and Education, 2018Co-Authors: Yvonne Riano, Christof Van Mol, Parvati RaghuramAbstract:Many host-countries have liberalised migration policies to facilitate the transition of international Students to the local labour market as they are seen as economic agents who increase global competitiveness and integrate easily. However, how migration and educational policies at the regional and national levels emerge, are negotiated and become implemented, and how they contradict other policies, remains little-known. This special issue aims to address that gap. This introductory paper offers an analytical framework for studying policies of international Student Mobility that addresses four critical dimensions: discourses, contexts, agents and temporalities before offering some key avenues for future research.
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should i stay or should i go an analysis of the determinants of intra european Student Mobility
Population Space and Place, 2014Co-Authors: Christof Van Mol, Christiane TimmermanAbstract:In recent years, organised Student Mobility within the European space has increasingly caught the interest of scholarly researchers. As the focus of most research projects has been on the outcome of Mobility programmes, studies into the determinants of credit Student Mobility remain rather focused on individual decision-making. However, in order to gain a more profound understanding of how Students' motivations to participate in international Mobility programmes are shaped, we have to go a step further. Therefore, in this paper, we present a study into the determinants of intra-European Student Mobility, conducted in Austria, Belgium, Italy, Norway, Poland, and UK, taking into account Students' personal background and motivations. The results are based on an online survey (n = 5654) and in-depth interviews and focus groups with non-mobile as well as ex-mobile Students (n = 71). The results show that Mobility decisions are socially and biographically embedded. Moreover, we provide evidence that the decision to spend a study period abroad cannot be fully understood without taking into consideration the macroeconomic context.
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intra european Student Mobility in international higher education circuits europe on the move
2014Co-Authors: Christof Van MolAbstract:Intra-European Student Mobility in International Higher Education Circuits focuses on the phenomenon of international Student exchanges in Europe. Strongly interdisciplinary in its focus, this book empirically addresses four main research questions: who goes abroad, how Students reconstruct their social network abroad, whether intra-European Student Mobility leads to an increased sense of European identity, and whether participating in a European exchange programme influences future migratory behaviour. The text systematically combines quantitative and qualitative data, and adopts a firm international comparative approach, focusing on the cases of Austria, Belgium, Italy, Norway, Poland and the United Kingdom. The empirical data originates from a large-scale online survey, as well as in-depth interviews and focus groups conducted with Students in higher education.
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intra european Student Mobility and european identity a successful marriage
Population Space and Place, 2013Co-Authors: Christof Van MolAbstract:Studies on European identity generally focus on elites, even though processes of identity formation may also take place in other societal domains. As one of the underlying rationales of European Student exchange programmes is the promotion of European citizenship, I examine empirically the influence of European Student Mobility on European identity. The analysis is based on a mixed-method approach. The quantitative element consists of an online survey at nine universities in Austria, Belgium, Italy, Norway, and Poland at the end of the 2008–2009 academic year. The qualitative element consists of 40 in-depth interviews and five focus groups, conducted at the universities of Antwerp, Innsbruck, Oslo, Rome, and Warsaw in 2009–2010. The analysis underpins the need for incorporating an ‘experience-based’ social dimension into the existing theoretical frameworks of political and cultural dimensions of European identity. This creation of an ‘experience-based social Europe’ among mobile Students is the result of socialisation processes that are characterised by internal and external identity observations and goes beyond the political unit of the European Union. However, regional differences can be observed and partially attributed to macro-factors such as the (non-)participation of a country in the European Union. Copyright © 2012 John Wiley & Sons, Ltd.
Vassiliki Papatsiba - One of the best experts on this subject based on the ideXlab platform.
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making higher education more european through Student Mobility revisiting eu initiatives in the context of the bologna process
Comparative Education, 2006Co-Authors: Vassiliki PapatsibaAbstract:This paper focuses on the analysis of Student Mobility in the EU as a means to stimulate convergence of diverse higher education systems. The argument is based on official texts and other texts of political communication of the European Commission. The following discussion is placed within the current context of the Bologna process and its aim to introduce system‐level changes towards convergence and harmonization that were not achieved through EU schemes of Student Mobility. Without disregarding the tension between popularity and limited impact of EU Mobility programmes, I argue that promoting Student Mobility was not an act of a limited ambition, but on the contrary, an initiative aiming at the foundation of a system of higher education institutions at a European level.
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Student Mobility in europe an academic cultural and mental journey some conceptual reflections and empirical findings
2005Co-Authors: Vassiliki PapatsibaAbstract:The rise of the era of Mobility, or at least of a rhetoric on the benefits of Mobility for individuals, can closely be connected with the late modernity and optimist views of the self's capacity to adapt to the challenges posed by globalisation. Mobility thus becomes an act expressing the individual appropriation of an “enlarged” action-space, supposed to become less constrained by social determinism. According to this assumption, Mobility can also be seen as a form of elective biography (do-it-yourself biography) and would favour the emergence of a freer individual. Results of the analysis of 80 Student accounts on experiences of Erasmus Mobility within Europe have shown that Student Mobility reinforces the individual belief of being able to face changing environments, to monitor the self and to be monitored as a self, and to take control on one's life-path in a reflexive way, by accepting risks impelling new dynamics. From the Students’ perspective, Mobility experience seems to release impulses for personal growth and individual autonomy. Yet this advantage, however important it may be, often dominates the other outcomes of a Mobility period, such as cultural and political awareness, intercultural competence and enlarged feeling of belonging. This result creates a tension with views and expectations for Students to become “culture carriers” and vectors of Europeanisation, since the pro-social and societal dimensions of Student Mobility outcomes, as an experience supporting cultural awareness and understanding, tolerance and civic conscience were less systematically present at the end of the stay abroad.
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political and individual rationales of Student Mobility a case study of erasmus and a french regional scheme for studies abroad
European Journal of Education, 2005Co-Authors: Vassiliki PapatsibaAbstract:The aim of this article is to analyse political rationales for promoting Student Mobility in Europe and discuss these in the light of individual experiences of mobile Students. Since the creation of the ERASMUS programme in 1987, Student Mobility in Europe has been the subject of unusual political promotion. More recently, in the context of the Bologna process, the goal of increasing Student Mobility has been reaffirmed by various higher education actors. Student Mobility is thought to be both a component of the European Higher Education Area and one of its outcomes. Beyond this apparent widespread acceptance, we examine, on the one hand, underlying legitimating ideas and rationales that accompanied the institutionalisation of Student Mobility by the European Commission and a regional French authority. We also discuss the extent to which drives for Mobility and outcomes at the individual Student level are in line with the political perceptions and expectations of the above-mentioned institutional actors.
Laura Prazeres - One of the best experts on this subject based on the ideXlab platform.
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distinctive and comparative places alternative narratives of distinction within international Student Mobility
Geoforum, 2017Co-Authors: Laura Prazeres, Allan Findlay, David Mccollum, Nikola Sander, Elizabeth Musil, Zaiga Krisjane, Elina ApsiteberinaAbstract:Abstract Moving beyond the ‘world-class’ institutional model of international Student Mobility, this paper examines alternative narratives of distinction relating to place of study. Drawing on semi-structured interviews with international Students at universities in the UK, Austria and Latvia, we illustrate how Students inside and outside mainstream reputable higher education institutions narrate and reconfigure markers of distinction to validate their international Mobility and location of study, in part to compete with peers at other (more prestigious) institutions. We demonstrate the importance of lifestyle and experiential places within a global differentiated higher education landscape and argue that many Students engage in comparative narratives of place of study to authorise the symbolic capital associated with international education. The findings also consider how experiential places and Mobility capital are used for distinction not only during educational Mobility but within post-study aspirations.
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international and intra national Student Mobility trends motivations and identity
Geography Compass, 2013Co-Authors: Laura PrazeresAbstract:This paper provides a critical review and discussion of the literature on intra-national and international Student Mobility. Although Student Mobility is gaining attention from social geographers, much research is still needed to address the complex and diverse geographies of Student Mobility. The literature indicates that current trends in Mobility within higher education in the UK challenge traditional assumptions of Student Mobility. Although there is a growing trend of ‘imMobility’ among Students in the UK, international Student Mobility is on the rise globally. This paper will focus primarily on international Student Mobility and will discuss trends, motivations and Student identities. The current body of work on Student Mobility focuses on mobilities within, and to, the Western world with an absence of work on mobilities from the North to the Global South. I suggest that future research should explore Student mobilities to the developing world as well as the impact of place and Mobility on Students' personal, national and global identities.
Mary M Kritz - One of the best experts on this subject based on the ideXlab platform.
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why do countries differ in their rates of outbound Student Mobility
Journal of Studies in International Education, 2016Co-Authors: Mary M KritzAbstract:International Student Mobility has increased rapidly since 1975. This article examined country differences in outbound Student Mobility and the correlates of those differences. Previous studies have addressed this question but differ in their conclusions depending on whether they focus on factors associated with Student outflows or inflows. UNESCO data were used to examine Student outflows from 190 countries and evaluate the merits of the constrained-schooling thesis, which holds that Students go abroad because they lack study opportunities at home. Ordinary least squares regression models estimated the relative importance of country structural factors in shaping the country’s outbound Mobility ratios. The models showed that outbound Student Mobility was negatively and significantly related to sending country tertiary supply but not to tertiary demand net of other factors. Countries with large populations had fewer Students abroad, but small ones had significantly more Students abroad if they had less ter...
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international Student Mobility and tertiary education capacity in africa
International Migration, 2015Co-Authors: Mary M KritzAbstract:In Africa, 5.8 per cent of enrolled tertiary Students go outside their homelands for tertiary study. No other world region has this high a share of outbound Student Mobility. In this study, I examined why African countries have larger Student outflows than other regions and, in particular, I considered the importance of tertiary education capacity in the region for Student Mobility. I evaluated the determinants of Student outflows from African countries for three different measures: the total number of tertiary Students abroad, the percentage of the tertiary age cohort studying abroad and the percentage of total enrolled Students abroad. In addition to showing that country rankings differ on these Mobility measures, the findings indicate that their determinants also differ. The study premise was that Student outflows should be lower from countries that have a greater supply of tertiary training capacity and that thesis received strong support in models that estimated the percentage of total enrolled Students abroad. In models for that outcome, Student outflows were also larger if countries had high tertiary demand and populations under 2 million. The findings for models that estimated total numbers abroad and share of the tertiary cohort abroad were similar after controlling for interactions between tertiary education supply and GDP per capita. In addition, population size and per capita GDP were stronger correlates of Student Mobility in those models, which suggests that it is more difficult for education supply and demand measures to account for Student outflows when crude outflow measures are used. I concluded that strengthening tertiary education supply at home would be a cost-effective way for African governments to increase their human capital and reduce brain drain losses.
Joyce Cheung - One of the best experts on this subject based on the ideXlab platform.
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impact of covid 19 pandemic on international higher education and Student Mobility Student perspectives from mainland china and hong kong
International Journal of Educational Research, 2021Co-Authors: Ka Ho Mok, Weiyan Xiong, Joyce CheungAbstract:Abstract The study critically examines how Students in Mainland China and Hong Kong conceive overseas studies plans against the COVID-19 crisis. Amongst the 2739 respondents, 84 % showed no interest to study abroad after the pandemic. For those respondents who will continue to pursue further degrees abroad, Asian regions and countries, specifically Hong Kong, Japan and Taiwan, are listed in the top five, apart from the US and the UK. The pandemic has not only significantly decreased international Student Mobility but is also shifting the Mobility flow of international Students. This article also discusses the policy implications, particularly reflecting on how the current global health crisis would intensify social and economic inequalities across different higher education systems.
