Global Student Mobility and the Twenty-First Century Silk Road: National Trends and New Directions

Bhandari, Rajika; Blumenthal, Peggy

doi:10.1057/9780230117143_1

Cited by 32 publications

(28 citation statements)

References 3 publications

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“…In the EU, international student mobility has steadily increased over the past years (Vossensteyn et al 2010). The US has had the largest share of international students in the past decades, but mobility patterns have been relatively stable recently, with more than half a million foreign students entering the US on an annual basis (see Bhandari and Blumenthal, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Barriers to International Student Mobility

Souto-Otero

Huisman

Beerkens

et al. 2013

Educational Researcher

160

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In this article, we look at the barriers to international student mobility, with particular reference to the European Erasmus program. Much is known about factors that support or limit student mobility, but very few studies have made comparisons between participants and nonparticipants. Making use of a large data set on Erasmus and non-Erasmus students in seven European countries, we look at the barriers for participation. Results reveal the overall impact of financial barriers but suggest that it is personal barriers that help us to better differentiate between Erasmus and non-Erasmus students. The analysis suggests a two-pronged approach to increase participation: one focusing on better information and communication and the other stressing the benefits of Erasmus mobility.

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Section: Introductionmentioning

confidence: 99%

“…It has been estimated that just below 4% of the students use the opportunity of the ERASMUS program to study some time abroad (Vossensteyn et al 2010), despite analyses (e.g. Bhandari and Blumenthal, 2011) pointing out that there is scope for an increase in international mobility across the globe, partly because of unmet demand (e.g. Chan, 2012).…”

mentioning

confidence: 99%

Barriers to International Student Mobility

Souto-Otero

Huisman

Beerkens

et al. 2013

Educational Researcher

160

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“…According to the Organisation for Economic Cooperation and Development (OECD), 4.1 million tertiary students were enrolled outside of their countries of origin in 2012up from estimates of 1.8 million in 2000 (Altbach et al, 2010(Altbach et al, ), 2.8 million in 2007, and 3.3 million in 2011 (Bhandari & Blumenthal, 2011). This substantial increase has occurred worldwide at almost four times the rate of international migration as a whole (King & Raghuram, 2013).…”

Section: Background: International Student Migration In Norwaymentioning

confidence: 99%

The Role of Institutions in the Student Migrant Experience: Norway's Quota Scheme

Basford

Riemsdijk

2015

Popul. Space Place

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This paper responds to calls for studies of student migrant experiences and the institutional actors that are involved in international student migration. In particular, we examine the ways in which institutional actors can influence student motivations and experiences through a case study of the Norwegian Quota Scheme. We discuss three main findings. First, institutions play a significant role in determining who migrates and the reasons for migration while shaping the academic experience and future migration plans of international students. Second, state‐funded international student migration programmes constrain the future plans of recipients, reflecting potential differences in decision‐making among state‐funded and self‐financed students. Third, international students – as both students and migrants – undergo significant personal growth during the course of their studies. This complicates state goals to return or retain student migrants, as the ambitions of students are likely to change concomitant with their personal development. Copyright © 2015 John Wiley & Sons, Ltd.

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“…Over 3.3 million students study in countries other than their own (as of 2010); this is a 65% increase since 2000 (Bhandari and Blumenthal 2011). Domestic enrolments have also expanded substantially since 2000 with Asian countries such as China and Malaysia, to name just two, more than doubling their enrolments in HE (Bhandari and Blumenthal 2011). Expansion in M&M occurs in the context of rising enrolments thus making it difficult to measure exactly how much mobility is really going on, and how internationalized HEIs really are.…”

Section: Mobility and Migration: Some Contextual And Conceptual Consimentioning

confidence: 99%

“…Clearly, M&M is considered essential as a variable to be considered when judging the overall quality of HE; that is, the more M&M, the better. This is shown in many ways in the various chapters in Bhandari and Blumenthal (2011) as rankings, both internal and external, increasingly take into account the degree of M&M in judging the overall quality of selected universities striving to become 'world class'. It would be reasonable to suggest, then, that as HEIs strive to also be 'innovative', in addition to being 'world class', their exposure to M&M might have a positive effect on this quest.…”

Section: Introductionmentioning

confidence: 99%

Mobility, migration and the road to the innovative university: implications for the Asia-Pacific region

Hawkins

2012

Journal of Asian Public Policy

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It seems there are a number of stages, some of them occurring simultaneously, that higher education (HE) institutions (HEIs) go through as the current higher education transformation process continues to unfold in the Asia-Pacific region. We have, over the past decade, witnessed the dramatic expansion of HEIs throughout the region as governments struggled and in some cases rushed to provide capacity to satisfy the enormous demand of a more informed population who see access to HE as the key to their children's chances for success in the workplace. Now, HE is being asked not just to be excellent or 'world class' but to be 'innovative' in the broadest sense of the word. In this article, we look at this transformation in the context of mobility and migration and the impact that these may have on the rise of the 'innovative' university.

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Global Student Mobility and the Twenty-First Century Silk Road: National Trends and New Directions

Cited by 32 publications

References 3 publications

Barriers to International Student Mobility

Barriers to International Student Mobility

The Role of Institutions in the Student Migrant Experience: Norway's Quota Scheme

Mobility, migration and the road to the innovative university: implications for the Asia-Pacific region

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