Partial, Hierarchical and Stratified Space? Understanding 'the International' in Studies of International Student Mobility

Autor/inn/en	Brooks, Rachel; Waters, Johanna
Titel	Partial, Hierarchical and Stratified Space? Understanding 'the International' in Studies of International Student Mobility
Quelle	In: Oxford Review of Education, 48 (2022) 4, S.518-535 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Rachel) ORCID (Waters, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2055536
Schlagwörter	Student Mobility; Study Abroad; International Education; Educational Experience; Self Concept; Employment Opportunities; Decision Making; Student Attitudes; Social Class; Family Characteristics; Outcomes of Education; Global Approach; Cultural Awareness; Labor Market; Employment Qualifications; Foreign Students; Higher Education + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Internationale Erziehung; Bildungserfahrung; Selbstkonzept; Berufschance; Beschäftigungschance; Decision-making; Entscheidungsfindung; Schülerverhalten; Social classes; Soziale Klasse; Lernleistung; Schulerfolg; Globales Denken; Cultural identity; Kulturelle Identität; Labour market; Arbeitsmarkt; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper analyses the way in which 'international' is mobilised in relation to international student mobility (ISM), focusing on three areas in particular: its role in motivating students to undertake ISM; how it shapes experiences of ISM; and, finally, how conceptions of the international influence the impacts of ISM (in terms of students' identities and labour market outcomes -- the dominant themes within the extant literature). It argues that particular ideas of 'the international' determine where students choose to study and how those destinations are framed and positioned hierarchically. Similar ideas also underpin students' experiences of ISM, with social class and family background playing an important additional role. The impacts of ISM are also related to conceptions of 'the international': students' post-study identities were seen as 'international' but also 'transnational', ethnic, religious or racially constructed. Finally, we show how an 'international' degree is seen as a valuable commodity in many labour markets, but that the literature paints a more nuanced picture, where such qualifications are valued in particular employment sectors, attached to particular countries and not, as might be assumed, universally valorised. Furthermore, conceptions of an 'international career' are predictably limited and proxy for Anglophone countries located in the Global North. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01