Non-Economic Motivations behind International Student Mobility

Abstract

International Student Mobility (ISM) has received a lot of attention in the literature on international migration. However, most of the studies assume that investment in skills and knowledge by international students is guided by economic motivations only. Importantly, with an increase in the proportion of international student mobility in total mobility, the students’ motivations have become more complex. Different theoretical approaches across disciplines have been logically extended to study the mobility motivations of international students. Most of the existing approaches do not emphasise the non-economic aspects of motivation and thus, do not provide a holistic understanding of ISM. This paper proposes an augmented human capital framework that incorporates the non-economic motivations of international students through the inclusion of psychic gains and the acquired stocks of personal and social capital.

Linguistic and Social Features of the Video Component of Media Technologies in the System of Psychological Adaptation of Foreign Students in Higher Education Institutions in the US

“…The problems of using media technologies and electronic means in education and training; adaptation training of foreign students; conducting academic activities to study a foreign language, the formation of linguistic and socio-cultural competence have been considered by many researchers, including: N. Nguyen (teaching using films (Nguyen, 2023); I. Rivero-Vilá (the use of documentaries in intercultural, social and linguistic interactions (Rivero-Vilá, 2021); J. Conejo Muñoz, D. Veloza-Franco, J. de Icaza Lizaola (decryption of information in media technology components (Conejo Muñoz et al, 2023); E. Threadgill, L. Price (practice of online screenings (Threadgill, Price, 2019)); S. French, J. Campbell, A. Romero Walker (media literacy development (French, Campbell, 2019;Romero Walker, 2022); J. Tibaldo (issues of media literacy and linguistic training (Tibaldo, 2022); F. Shu, F. Shujaat, M. Pickett, R. Ayman, T. Bittencourt (adaptation of foreign students (Shu et al, 2020;Bittencourt et al, 2021); E. Debreli, I. Ishanova (strategies for conducting activities in foreign language classes (Debreli, Ishanova, 2019); S. Gümüş, E. Gök, M. Esen, S. Tokas, A. Sharma, R. Mishra, R. Yadav, M. Roshid, P. Mahbub Ibna Seraj (issue of mobility of foreign students (Gümüş et al, 2020;Tokas et al, 2022;Roshid, Mahbub Ibna Seraj, 2023); N. Moussa (adaptation of foreign students to the social and cultural peculiarities of the US (Moussa, 2021); N. Roslim, A. Azizul, V. Nimehchisalem, M. Abdullah (use of films in learning a foreign language (Roslim et al, 2021)); R.-Z. Peng, W.-P. Wu (intercultural adaptation of foreign students (Peng, Wu, 2019); H. Ha (considerations of learning the foreign language vocabulary (Ha, 2022).…”

High-performance work system and learning orientation in offline, online, and hybrid workplaces: the mediating role of affective commitment

“…By promoting justice and trust and offering intrinsic benefits, HPWS fosters a more dependable environment, encouraging strong links to the company and greater work commitment. Employees are motivated to focus on upskilling and knowledge acquisition as a result, which increases their motivation to use what they already know and learn new things (Tokas et al, 2022). Instead of worrying about potentially terrible consequences and organizational sanctions, individuals can use useful skills to confidently act ahead of competition and engage in risky endeavors in a bid to improve organizational productivity.…”

International Student Migration to the GCC States: A Comparative Study

“…Several factors related to motivation to study abroad have been identified in recent literature (Abbott & Silles, 2016; Tokas et al, 2022), such as the desire to gain a deeper understanding of other cultures and improve language skills (Kahanec & Kralikova, 2011); the possibilities of improved labour market out-comes from an overseas higher education; and the readiness of the host countries to provide skilled workers entry to the local economies (Beine et al, 2014; Chiswick & Miller, 2011). The growth of higher education globally, coupled with the publication of institutional rankings, has led to increased awareness regarding the varying quality of higher education systems between the West and other parts of the globe.…”