Developing a framework for international students’ rationales for studying abroad, beyond economic factors

Abstract

Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by countries and institutions to recruit fee-paying international students. For international students, previous studies on their decision-making processes and motivations for studying abroad emphasise the benefit of acquiring a quality education and employability, tending to human capital development. The dominant framing of internationalisation around economic imperatives, which has been criticised by several scholars, limits our understanding of non-economic dimensions of ISM. A review of Sen’s capability approach encompassing both intrinsic and instrumental values supports the framework presented in this article. The framework, illustrated by qualitative data, captures how international students’ rationales for studying abroad include the following four dimensions: educational; experiential; aspirational; and economic. This article raises a critical question about how an internationalisation policy that does not represent a broad range of students’ rationales for studying abroad can be expected to provide a transformative experience for students. The concluding section details recommendations for a re-imagining of policy towards enhancing the international student experience. It briefly points to the timeliness of the proposed framework in the light the possible impact of Covid-19 on the future of ISM.

Interrogating theoretical and empirical approaches to employability in different global regions

“…The need for policy development in this area of internationalisation is particularly important considering that for international students, developing their employability is an intended outcome for studying abroad (Nilsson & Ripmeester, 2016). Relatedly, congruent with other empirical studies conducted with undergraduate students in European Union countries (Andrews & Higson, 2008), non-EU international students valuable work experience during their study experience (Fakunle, 2020). It, however, remains to be seen how work experience can be integrated into learning for all students.…”

“…Both papers restate the point that many studies have been conducted on employability. Despite expansive research on employability, student perspectives largely remain missing, in general (Tymon, 2013), and barely any attention is given to international students' perspectives on employability (Huang, 2013) and how this is factor regarding their rationales to study abroad (Fakunle, 2019(Fakunle, , 2020. This means that, notwithstanding the increasing attention to employability in the wider literature (Clarke, 2018;Tomlinson & Holmes, 2017), few authors make the connection between employability and study abroad (Fakunle & Pirrie, 2020;Jones, 2012;Matherly & Tillman, 2019).…”

International students' perspective on developing employability during study abroad

“…This paper draws on findings of a larger study of international students' rationales for studying abroad (see -Fakunle, 2020) and their perceptions on developing their employability during a 1-year masters programme in the United Kingdom. The international students recruited for the study are from 11 non-EU countries (see Table 1) who have limited access to work opportunities (20 hr per week during term time) as a condition of their student visa.…”

“…Importantly, Shi had thought about working. Her reflections had made her decide to focus on her study which directly intersects her educational (obtain the degree) and economic (enhanced career prospects) rationales to study abroad (Fakunle, 2020). Students across the different programmes talked about being interested in part-time work after finishing the taught aspect of their Masters (in April).…”

The ethical academy? The university as an ethical system

“…What was fascinating was that they argued that they found little recognition of linguistic capital within the Academia. Fakunle (2020) argues that as neoliberal logic has governed ethics of the university sector, the growing international student mobility, and global trends and policymaking on internationalisation, are linked towards not producing ethical decisions but generate incomes by clever competition and recruitment of fee-paying international students. In some cases, international students experience being deceived by universities as self-interested institutions, that promise academic and professional outcomes which remain out of reach due to cultural and linguistic barriers that remain unquestioned in classrooms and academic programs (Jackson & Han, 2016).…”