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Outward and upward mobilities : international students in Canada, their families, and structuring institutions
\"People move out to move up. Like other migrant groups, student mobility is a form of social mobility, and one that requires access from a host state. But there are multiple institutions with which students interact and that influence the processes of social mobility. Outward and Upward Mobilities investigates the connection between student and institution. The collection features work by key scholars in the field and considers international students from across Canada regardless of legal status. Exploring how international students and their families fare in local ethnic communities, educational and professional institutions, and the labour market, this volume demonstrates the need to ask more critical questions about the short- and long-term effects of temporary legal status, how student and family experiences differ by educational level and region of settlement, the barriers to and facilitators of adaptation and integration, and ultimately, to what extent individual, familial, institutional, and state goals function in harmony and in discord.\"-- Provided by publisher.
Book
Why and how international students choose Mainland China as a higher education study abroad destination
In terms of international student mobility, although Mainland China is commonly perceived as a major \"sending\" nation of international students, it is often overlooked as an important \"receiving\" nation of international students. Despite its tremendous leap to the third top destination choice of international students, existing research on the motivation and decision-making process of international students who choose to study in Mainland China is minimal. In order to address this gap in the literature, this study seeks to explain why and how 42 international students chose Mainland China as their study abroad destination. A synthesis model consisting of a three-stage process-motivation to study abroad/in China, the city/institution search and selection, the evaluation of the programme-is proposed to explain their decision-making process. Findings reveal that China's future development prospects distinctively attract students to choose China as their study abroad destination. This research also discusses the growing number of descendants of Chinese migrants who wish to return to their place of origin, China, for higher education in search of their cultural identity. Implications highlight the need for Mainland China government to ensure high-quality education to continue attracting an increasing number of talented students from around the world. Suggestions for future research are also provided.(HRK / Abstract übernommen).
Journal Article
International student mobility, Covid-19, and the labour market: a scoping review
The Covid-19 pandemic resulted in significant disruptions to both international student mobility and labour markets. Against this background, this scoping review documents findings from 35 studies, published between January 2020 and February 2024, that focused on international student mobility, Covid-19, labour market outcomes, and related regulations. The review shows that the Covid-19 pandemic negatively impacted (1) the labour market outcomes of international students before studying abroad, through changes in visa regulations, (2) skill acquisition during their mobility, (3) the duration of their studies, and (4) the availability of jobs during and after their mobility period. These negative impacts occurred at a time when international students’ needs for work were heightened. This ‘double whammy’ was more pronounced among international students from lower socio-economic backgrounds, increasing pre-existing inequalities. It was also affected by students’ residency status and policy changes. These findings underline the critical role that temporality plays in shaping the returns to international student mobility. However, the existing literature on the topic is relatively sparse and has primarily relied upon qualitative approaches and rapid research. Future studies are needed to better understand the impact of Covid-19 on the labour market outcomes of international students.
Journal Article
Market mechanisms' distortions of higher education: Punjabi international students in Canada
This study explores the experiences of Punjabi (i.e., from the Punjab region in India) international undergraduate students (hereafter PS) attending Canadian higher education through a case study of a teaching university in British Columbia. The primary focus is on unpacking how PS’ experiences were underlined by labor mobility, immigration policies, and the marketization of international higher education. To recruit international students, many lower-tier Canadian universities apply a business model that relies heavily on agents. The outcome is that educational considerations are not central to admission and retention processes. The findings critique the Canadian education-migration model by identifying the complicity of Canadian higher education in lower-skill immigration and the negative educational and professional outcomes for PS that result from this complicity. The study highlights PS’ voices and experiences that can go overlooked in the context of market-driven higher education.
Journal Article
Towards a More Just Canadian Education-migration System: International Student Mobility in Crisis
Education-migration, or the multi-step recruitment and retention of international students as immigrants, is an increasingly important component of both higher education and so-called highly-skilled migration. This is particularly true in Canada, a country portrayed as a model for highly-skilled migration and supportive of international student mobility. However, education-migration remains under-analyzed from a social justice perspective. Using a mobility justice framework, this paper considers COVID-19’s impact on Canada’s education-migration system at four scales: individuals, education institutions, state immigration regimes, and planetary geoecologies. It identifies ethical tensions inherent to Canada’s education-migration from a systems-level and suggests that a multi-scalar approach to social justice can both usefully complexify discussions and introduce unsettling paradoxes. It also stresses that the COVID-19 pandemic offers an opportunity to reimagine rather than return.
Journal Article
Im/mobility in a disruptive time: the impact of Covid-19 on the size and directional flow of international student mobility
The share of internationally mobile students has risen exponentially for the last two decades until the disruptive COVID-19 period, leading to a more diverse and multipolar network structure. However, the COVID-19 pandemic has caused restrictions across the globe. This systematic review aims to explore how COVID-19 has affected the magnitude, flows, and direction of internationally mobile students. A total of 57 studies, retrieved from several databases after extensive search, were analyzed regarding the dimensions of size, flow, direction, and pattern in international student mobility during the pandemic. The review suggests that following the pandemic, international student mobility was still dominated by the top-tier countries due to their swift actions and incremental policies, while some other countries gained visibility for international students and attracted more international students owing to students’ safety concerns and revised international student policies of the countries. Further, students’ study abroad decisions from source countries seemed to be shaped by the policies and regulations implemented during the pandemic, the political environment of the destination country, and personal concerns about safety and getting the most out of the study abroad experience. These factors reshaped the directional flow of international student mobility and study modality, particularly concerning regionalization and digital transformation for higher education institutions.
Journal Article
Policy mobilities in the race for talent: competitive state strategies in international student mobility
In the first decade of the 21st century, several countries introduced a series of strikingly similar international student mobility policies and initiatives. Driven by a desire to expand their international student market share and to benefit from the potential contributions that international students can make to national innovation agendas, comparable policy tools were introduced in multiple states across the fields of international trade, higher education and immigration. This paper challenges depictions of these changes as a natural evolution of economic globalisation and draws on the policy mobility literature to interrogate the why and the how of the policymaking process. Drawing on research with policymakers, the paper comparatively examines the introduction of international student policies and initiatives in Canada and the UK from 2000 to 2010, and illustrates that the policy development path is the result of a competitive process wherein certain policy ideas become popular and travel, or become mobile. In so doing, I draw attention to the relationship between international student mobility, changing geographies of higher education and global knowledge economy discourses, highlighting the interconnected nature of the policy sphere as competitor jurisdictions seek to outdo each other in their attempt to attract and retain international students.
Journal Article
Why Chinese students choose to pursue secondary education in Canada: an empirical investigation based on push–pull model
With the growing trend of globalization, an increasing number of Chinese students choose to study overseas. While researchers have conducted many studies to explore factors motivating these students to undertake higher education overseas, few studies have investigated Chinese students’ motivations to pursue secondary education abroad. To fill this research gap, we interviewed 20 Chinese secondary students and four Chinese parents to explore Chinese students’ motivations to pursue secondary education abroad by taking Canada as a study destination example. By adopting the push–pull model as the theoretical framework, we identify two macro-level push factors and three micro-level push factors that propel Chinese secondary students to study outside China. It also reveals five pull factors at the macro-level and two pull factors at the micro-level that attract these students to select Canada as a study abroad destination. On the basis of identifying these push–pull factors, we further discuss the similarities and differences of Chinese students’ motivations to pursue secondary education abroad and to undertake higher education overseas.
Journal Article
Becoming Middle Class: How Working-class University Students Draw and Transgress Moral Class Boundaries
This article analyses the expectations and experiences of a group of Canadian workingclass, first-generation university students. I outline the structural disadvantages, in terms of economic, social, and cultural capital, these young people encounter Rather than viewing working-class status exclusively as a barrier, I show how these students draw on their working-class backgrounds to construct uniquely working-class moral advantages, such as those associated with a strong work ethic, maturity, responsibility, and real-life experiences, to overcome structural disadvantagesTheir narratives of moral class advantages, however, lack class consciousness-They can be interpreted as individualistic strategies that draw on collective values. Ultimately, these working-class students hope to transcend their class position. Drawing on working-class moralities supports their claim for recognition as educated middle-class subjects, but with moral dispositions rooted in their social background and upbringing.
Journal Article
Federal Servants of Inclusion? The Governance of Student Mobility in Canada and the EU
Student mobility constitutes a core pillar of higher education internationalisation. Reflecting wider global trends, Canada and the EU have increasingly prioritised equity and inclusion in their student mobility programmes. Canada's Global Skills Opportunity programme, launched in 2021, provides federal funding specifically to low-income students, students with disabilities, and Indigenous students. The EU's Erasmus Programme has a long-standing tradition of community-building through inclusive student mobility. This article traces the principle of inclusion as a mobility rationale and analyses the role of the federal government in Canada and the European Commission in the EU supporting it. Using a policy framing lens, this study compares problem definitions, policy rationales, and solutions for federal/supranational involvement in student mobility. Findings show that inclusiveness has been an underlying silent value, yet it has mostly supported larger political and economic goals in both contexts.
Journal Article