STEM student mobility intentions post-graduation and the role of reverse push-pull factors

Prospects of assessing the impact of external student migration on restoring country's intellectual potential (the case study of Ukraine)

“…It is apparent that the student emigration of young people has significant positive personal benefits. Many studies focused on their maximization, however, the ones that, through large-scale sociological surveys, estimated migratory aspirations and actions by stages of career as well as chances of breaking the "path dependence" in academic career caused by different personal characteristics (Czaika & Toma, 2017), those that discussed the motives for making migration decisions and particularly focused on student perceptions of good teaching, good learning, peers and evaluation (Foster, 2017) or those that emphasized on political and social push-pull factors influenced high-skilled STEM migration, regardless only economic reasons (Gesing & Glass, 2019), including future labour expectations (Libanova, 2019) can be considered rather untypical.…”

Demand for Malaysian Higher Education among ASEAN Countries: An Income Classifcation based Analysis

“…Thus, the remaining numbers further their education abroad, including Malaysia. In other words, lack of access for higher education, pushed the home countries to import higher education (Agarwal & Winkler 1985;Bennell & Pearce 2003;Gesing & Glass 2019). Simultaneously, per capita, income and living cost is significant for all three intra-group analyses and positively relate to enrolments.…”

“…The same paper suggested the use of macro variables in the model to illustrate the characteristics of both importer countries and exporting countries in the higher education industry. On the other hand, Gesing and Glass (2019) used micro variables such as better job opportunities and wanted to experience living abroad as part of their push-pull factors model. The economic reason is the best pull factor in studying in the United States, while another four causes (social, socio-economic, socio-political and political) push them back to their origin countries.…”

“…Although the results are mixed, most record a positive relationship. In choosing the best proxy between per capita gross domestic product (GDP) and per capita gross national product (GNP) for this study, we propose per capita GNP since it characterises the development and consumption levels of each country as suggested in Cummings (1984), Chen and Barnett (2000), Asari et al (2011), and Gesing and Glass (2019). This is in line with the World Bank practice of using per capita GNP, which is officially known as per capita GNI, in differentiating the income level between countries into four different groups, ranged from low-income countries to highincome countries.…”

Promoting the future of innovative higher education through thousands of master's programmes

“…If the body of "valid knowledge" is continuously changing, and if the future is radically unknown (Barnett 2012), then the mission of preparing students is not so much about teaching knowledge but primarily about supporting them to become adaptive and critical learners, as well as effective problem-finders and solvers (Aoun 2017). Following this trend, HEIs need to step out of their habitual and cultural patterns and tried-and-tested frameworks of teaching and learning (Schmidt et al 2015), and should follow local or regional interests (Hancock 2019;Nov aky -Monda 2015) or national and international strategies (Gesing -Glass 2019). The Tuning project represents this future direction in the Bologna process (Dugarova et al 2016) with supplementary professional programmes and with a standard model of specialists labour activity.…”