2018) 'Missing intercultural engagements in the university experiences of Chinese international students in the UK.', Compare : a journal of comparative and international education., 49 (4). pp. 654-671.The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis paper looks at structural conditions or institutional arrangements that facilitate or hinder interactions for international students. Drawing on the contact and diversity theory, analyses compare Chinese students' intercultural experience in business and non-business schools in one UK university, and explore how these students interpret the meaning of quality intercultural contact based on their responses to the social environment around them. Findings indicate that the overwhelming number of Chinese students, particularly in business schools, combined with obstacles these students face in establishing intercultural contact around the university potentially motivates them to explore engagement with a wider host society (e.g. Christian churches). The denial of intercultural contact due to a lack of diverse environment may lead to inequality in opportunities for crosscultural learning and personal growth. High quality intercultural contact is not only beneficial to international students; it also enhances the intercultural competency of native students in the global market place.

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This paper addresses the complex relationship between migration and education in the context of recent intra-European labour mobility. It considers how this mobility impacts the education and life chances of migrant students attending schools in Scotland, UK. By examining the experiences of Polish migrant children and youth at schools in Scotland, the paper engages with the issues of language, cultural capital transferability and social positioning. Drawing on qualitative data from 65 in-depth interviews with school children aged 5-17 years, their parents and teachers, as well as observations in the contexts of school and home, the paper points to a range of factors affecting the transition of migrant pupils to new schools and social environments.

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

This paper explores the complex and changing relationship between academic capitalism that encourages global mobility of highly‐skilled international students on the one hand and recent changes to immigration policy in the UK that prevent such mobility on the other. The paper is based on a longitudinal study that traces the experiences and aspirations of postgraduates from three Asian countries and their pathways from the UK universities to post study work and realities. Taking a multi‐scalar approach, the analysis of international students’ narratives unpacks the unevenness of career opportunities, barriers to settlement and various “assemblages of power” that shape students’ life trajectories. The paper illustrates how the individual‐scale projects intersect with states’ policies of both receiving and sending countries and other institutions and structures of power that operate within and beyond the nation‐states.