scholarly journals If you build it, they may not come: Why Australian university students do not take part in outbound mobility experiences.

2016 ◽  
Vol 13 (3) ◽  
pp. 144-159
Author(s):  
Benjamin T. Jones ◽  
◽  
Anne Power ◽  
Tonia Gray ◽  
Greg Downey ◽  
...  
Keyword(s):  
Cultural Sensitivity ◽  
International Student ◽  
Student Mobility ◽  
Participation Rates ◽  
International Student Mobility ◽  
Student Cohorts ◽  
Communication Competencies ◽  
The University ◽  
Independent Thinking

Universities around the world seek to internationalise students to prepare them for an increasingly globalised world. Outbound mobility experiences (OMEs) are recognised as one of the most effective ways to foster independent thinking, cultural sensitivity, and a sense of ‘worldmindedness’. This article takes a case study from an Australian university and explores efforts to increase student participation rates in OMEs. Through a mixed-method study of three student cohorts (n=223), important data was gathered relating to how OMEs are perceived by undergraduate and post-graduate students. The results are filtered through thematic discourse analysis and suggest that the university needs to do more to build awareness, explain the professional and employability benefits, and create a travel culture where students are encouraged to grow their international skills and communication competencies. This research has important implications for universities seeking to increase international student mobility and prioritise a global outlook.

scholarly journals Perceptions of International Student Mobility: A Qualitative Case Study of Pakistan

2019 ◽  
Vol 6 (2) ◽  
pp. 269-287 ◽  
Author(s):  
Bushra Javed ◽  
Bibi Zainab ◽  
Samia Zakai ◽  
Shahzeb Malik
Keyword(s):  
International Student ◽  
Qualitative Case Study ◽  
Student Mobility ◽  
International Student Mobility

International Student Mobility, Government Policies, and Neoliberal Globalization

2018 ◽  
pp. 49-63
Author(s):  
Jie Zheng
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
International Student ◽  
Qualitative Case Study ◽  
Student Mobility ◽  
Chinese Students ◽  
Chinese Student ◽  
Government Policies ◽  
International Student Mobility

Given the increasing magnitude of international student flows from “developing countries” to the “developed” or major member countries of the Organization for Economic Co-operation and Development (OECD), this chapter explores Chinese graduate student flows to Canada. Chinese graduate student perspectives are also drawn upon to study the phenomenon of Chinese student migrations to Canada in pursuit of higher education. Given the focus on exploration, meanings and understandings, an interpretivist approach and qualitative case study strategy were utilized to examine government policies and positions that stimulate international student mobility (ISM) from China to Canada and to understand the experiences of Chinese graduate students who study at the University of Alberta. Unlike the ISM mainly sponsored by the Chinese government before, contemporary outbound student mobility is impacted by neoliberalism and a freer mobility shapes Chinese students' pursuit of overseas studies. Chinese traditional culture and values also influence Chinese student mobility across borders for pursuing higher education. In the meantime, patriotism makes many Chinese students concern about serving their home country. The chapter also presents reflections on government policies pertaining to ISM and highlights the emergent themes from the data obtained from the qualitative case study of Chinese graduate student flows to Canada.

International student mobility, multiculturalism training within the framework of the core contents of a degree programme. The mobility experience between the University of Siena and Al Akhawayn University (AUI)

2021 ◽  
pp. 129-153
Author(s):  
Francesca Torlone ◽  
Martina Capaccioli ◽  
Zineb Benalla
Keyword(s):  
Multicultural Education ◽  
Learning Outcomes ◽  
International Student ◽  
Student Mobility ◽  
Learning Experience ◽  
Mobility Model ◽  
International Student Mobility ◽  
Bachelor Of Science ◽  
Mobility Assessment ◽  
The University

The essay illustrates the results of a university learning experience aimed at verifying the ways in which to manage international student mobility, in order to achieve learning outcomes in the field of multicultural education and radicalization prevention. To obtain this result and to make the acquired learning transferable in the curriculum of the university of origin, we have verified the usefulness of choosing and setting the educational targets within a reference framework consisting of a system of core contents expressed on the basis of the professional knowledge fundamental for their job prospects. The educational actions that characterized the proposed mobility model and the respective components analysed in the essay (pre-mobility, mobility, post-mobility, assessment) are described according to the expected learning outcomes. The results of the experience are also accompanied by elements of evaluation of satisfaction and effectiveness starting from the statements by the students and a Moroccan teacher involved in the planning and implementation of the actions in situ. The mobility covered by the essay was implemented with Al Akhawayn University (AUI, Morocco) as part of the Forward project, and involved students of the Bachelor of Science of Education of the University of Siena

International Student Mobility Aspirations: The Role of Romantic Relationships and Academic Motivation

2021 ◽  
pp. 102831532199074
Author(s):  
Tom De Winter ◽  
Christof Van Mol ◽  
Helga A. G. de Valk
Keyword(s):  
Romantic Relationships ◽  
Life Course ◽  
International Student ◽  
Academic Motivation ◽  
Student Mobility ◽  
Female Students ◽  
Individual Development ◽  
Male Students ◽  
International Student Mobility ◽  
Study Motivation

The academic literature on the determinants of international student mobility so far has largely ignored the influence of romantic relationships and study motivation in the development of aspirations to participate in temporary learning experiences in another country. However, young adults might take considerations about investments in individual development (via academic training and thus study motivation) and romantic relationships into account in their decision-making process. Consequently, we apply a life-course perspective analyzing the relationships between having a romantic partner, study motivation, and aspirations to participate in an international exchange program among first-year university students, based on a survey conducted among 603 freshmen in Brussels. As female students are more likely to participate in student exchanges compared with male students, we pay special attention to gender differences. Our results show that a romantic relationship is negatively correlated with aspirations to participate in an international student exchange among female students. In contrast, intrinsic academic motivation is significantly associated with such aspirations among female and male students. Overall, our findings indicate the need for the consideration of different life-course domains in academic studies on international student mobility.

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