The last ten years have seen the deepening and expansion of the process of internationalization in relation to higher education. This process is multi-faceted and has included the development of education 'brands' as governments and educational institutions become increasingly entrepreneurial in their approach to higher education. The number of students who choose to study abroad has also increased considerably. Although there is a growing academic literature on the internationalization of higher education, students' own perspectives - on their motivations, objectives and experiences - are sorely lacking. Student Mobilities, Migration and the Internationalization of Higher Education is intended to address this gap. Its strong empirical focus, drawing on case studies of mobile students from East Asia, mainland Europe and the UK, helps to develop an in-depth understanding of both the commonalities and differences in the experiences of students from different parts of the world who choose to move abroad to pursue a higher education. It discusses the implications of their movement for contemporary higher education and for our understanding of migration more generally.

Student Mobilities, Migration and the Internationalization of Higher Education

In this article I examine the role of education in the family strategies of recent East Asian migrants, contributing to intellectual debates around transnationalism and the contemporary Chinese diaspora. Empirically, the article provides an insight into the experiences and objectives of an often-neglected group within studies of Chinese migration – students. I also attempt to understand the particular role that children play within a wider family project of capital accumulation. Drawing upon the work of Bourdieu, I emphasize the significance of different forms of capital in underpinning the spatial strategies of East Asian families. The research for this article was conducted in Vancouver, Canada and Hong Kong, involving in-depth interviews with university students, recent graduates and their families. In conclusion, in the article I maintain that a geographically informed theory of ‘cultural capital’ and its relationship to the family unit can help elucidate recent patterns of trans-Pacific, transnational mobility, moving beyond more common ‘political’ and ‘economic’ interpretations of this contemporary migration.

Transnational family strategies and education in the contemporary Chinese diaspora

Even though international students are officially temporary migrants, many eventually become immigrants to the United States. Despite the large number of students who adjust their status, little is known about their migration intentions and decisions. We used a questionnaire sent to international students at the University of Minnesota to investigate these migration intentions. Here we report the factors that students consider in deciding whether to stay in the US or return to their home country on completion of their studies, and how these factors vary by nationality or other characteristics, such as gender or field of study. We also investigate whether international students see their stay in the US as temporary or as a springboard towards permanent immigration. Our findings suggest that few students arrive in the US with the intention of immigrating permanently. Instead, a wide variety of professional, societal and personal factors influence students in an ongoing decisionmaking process. Broadly speaking, economic and professional factors typically act as strong incentives to stay in the US, while personal and societal factors tend to draw students back to their home countries. In the long run, a natural progression of professional and personal decisions leads many to become permanent immigrants. Copyright © 2006 John Wiley & Sons, Ltd.

/pdf/visitors-or-immigrants-international-students-in-the-united-51l2yuyfq0.pdf

Visitors or immigrants? International students in the United States

This paper explores the socio-spatial implications of recent developments in the internationalisation of education, which includes the growth in numbers of foreign students and the establishment of offshore schools. It demonstrates the relationship between emergent geographies of international education in the “West” and social reproduction in both student “sending” and “receiving” societies. Drawing on fieldwork in Hong Kong and Canada, it argues that international education is transforming the spatial scales over which social reproduction is achieved: on the one hand, upper-middle-class populations in East Asia are able to secure their social status through the acquisition of a “Western education”, thereby creating new geographies of social exclusion within “student-sending” societies. On the other hand, primary and secondary schools in Canada are able to harness the benefits of internationalisation in order to offset the negative effects of neoliberal educational reform, thereby facilitating local social reproduction.

Emergent Geographies of International Education and Social Exclusion

International education is a fundamentally transnational project. It relies on the movement of individuals or knowledge across national borders, disturbs the centrality of the nation-state in educational reproduction, and is facilitated by economic and social networks that act as bridges between countries of origin and education. In this article, I address this latter point through reference to research conducted with South Korean international students in Auckland, New Zealand. In particular, I discuss the emergence of transnational social and economic activities that are facilitating the movement of international students from South Korea to Auckland — activities that might usefully be understood as forming ‘bridges to learning’. These include the activities of education agencies, immigrant entrepreneurs and the interpersonal relationships with which many students engage in the negotiation of their transnational lives. In a broader sense I illustrate how the emerging mobilities of international students cannot be viewed as independent of other phenomena but must be seen as embedded within transnational processes that take place at different geographic and social scales.

Bridges to learning: international student mobilities, education agencies and inter‐personal networks

This paper examines notions of re-entry, or return migration, through theexperiences of East Asian tertiary international students who had studied inNew Zealand. After identifying specific methodological contexts of re-entryfor these students, and briefly considering international students’ experi-ences in New Zealand, this article examines various transitions encounteredduring re-entry. These transitions center on expectations, a longing to belong,identity crisis, and a sense of homelessness and loss, as well as various socialresponses and other general transitions. The paper then argues that the re-integration of identity and place is crucial in ameliorating some of the re-entry difficulties, which also provides a useful conceptual framework tounderstand re-entry.

Departures and Arrivals: International Students Returning to the Countries of Origin*

: This paper considers the convergence of immigration/globalisation and education in New Zealand. The issues of immigrant students at Epsom Normal Primary School were raised nationally in 1995, and this incident serves as a useful departure point to consider some of the challenges involved in bridging the gap between immigration and education. Educational immigration is a notion used by Belich (2001) amongst others, to suggest that immigrants arrive in New Zealand in order to bypass full cost fees paid by international students. This notion, while useful, is challenged. Research undertaken in North Shore City as well as official immigration figures show the complexities of the issue: immigrant communities may be indirect recruiters of these students, but there are also an increasing number of international students becoming permanent residents. Either way, education providers face particular challenges with migrant students, not only in terms of English language abilities, but also in the lack of financial incentive migrant students give to an education provider relative to international students’ contributions. These micro issues are placed in perspective when returning to considering the transient nature of many young migrants exploring opportunities in a globalised world.

Educate, consolidate, immigrate: Educational immigration in Auckland, New Zealand

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Departures and Arrivals: International Students Returning to the Countries of Origin*

Educate, consolidate, immigrate: Educational immigration in Auckland, New Zealand