Developing a Framework for International Students' Rationales for Studying Abroad, beyond Economic Factors

Autor/in	Fakunle, Omolabake
Titel	Developing a Framework for International Students' Rationales for Studying Abroad, beyond Economic Factors
Quelle	In: Policy Futures in Education, 19 (2021) 6, S.671-690 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fakunle, Omolabake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210320965066
Schlagwörter	Foreign Students; Graduate Students; Study Abroad; Decision Making; Values; Student Motivation; Student Mobility; Student Recruitment; Global Approach; Educational Policy; Aspiration; Experiential Learning; Economic Factors; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studies abroad; Auslandsstudium; Decision-making; Entscheidungsfindung; Wertbegriff; Schulische Motivation; Mobility; Schüler; Schülerin; Mobilität; Globales Denken; Politics of education; Bildungspolitik; Streben; Experiental learning; Erfahrungsorientiertes Lernen; Ökonomischer Faktor; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01