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The purpose of the study is to examine the relationship between the COVID-19 pandemic and international student mobility from an alternative perspective and to reveal descriptive findings.

This study follows qualitative research methodology. In accordance with the purpose of the study, the data were collected by the literature review and then it was analyzed by the descriptive analysis method. The effect of the COVID-19 pandemic on international student mobility and the relationships between these variables are explained by tables and classifications.

According to the findings obtained, the restrictions in physical student mobility and shutdown are observed as the biggest challenges that occurred in higher education during the COVID-19. On a global scope, international student mobility has experienced a major break. Physical campus life is still on standby. Online higher education does not give any campus life as before. Students cannot benefit form city's or country's facilities when studying online at home country. The collaboration between university and business has been declined and this is even more discouraging for international students. The hybrid education model produced an intermediate solution in this period. On the other hand, the rise of online education has created new techniques for higher education. University students who cannot go abroad attend different countries lectures and education programs. But also a new challenge has come as the access of online platforms in under developing countries university students. Online education system also discussed in terms of creating inequality in higher education.

This study focused on student mobility and not focused about academic mobility.

It is seen that the traditional higher education system has been adapted into online distance higher education system since COVID-19 crises began globally. On the other side, it is observed that most of studies have focused the effect of COVID-19 on university students based on the transition to online education. When considering the effect of pandemic process on the mobility of international students and higher education, the authors can suggest policy makers to develop new higher education protocols and teaching models supporting key issues (economic, social, health, education and equalization) in the long-term. Higher education institutes have been able to produce creative and innovative solutions for both education and communication during the pandemic process.

University students who cannot go abroad attend different countries lectures and education programs. But also a new challenge has come as the access of online platforms in under developing countries university students. Online education system also discussed in terms of creating inequality in higher education.

This study provides a new perspective for international student mobility in the context of COVID-19 pandemic. This is an emerging issue for the literature. This study is original with its approach to the subject from a global perspective through reviewing the studies of different countries. This study points out key variables for determining the effect of COVID-19 on international student mobility for future studies. When employing quantitative research models, the current key variables can guide them.

International terrorism affects various areas of society. This paper aims to determine whether fear of terrorism is a barrier to international student mobility based on the opinions of representatives from four universities of the European International Business Week network.

Data were obtained through interviews with representatives of four universities. Two universities are located in relatively “safe” countries (Czech Republic and Finland), whereas the other two are located in countries recently hit by terrorist attacks (Brussels and Paris). The interviews were conducted between December 2016 and April 2017.

Terrorist attacks affected international student mobility in the two universities recently hit by terrorist attacks.

The research findings are relatively significant because they show how terrorist attacks can influence international student mobility. However, data are still limited. Data from other universities are necessary to verify causality.

The internationalisation of higher education is a strategic goal for many higher education institutions (HEIs). However, international terrorism may affect this goal. Understanding the impact of terrorism can be valuable in preparing policies for promoting the internationalisation of HEI.

International terrorism is increasingly an issue for many people and organisations, including HEI. Understanding how terrorism affects economies and societies can be crucial for policymakers and for citizens living in or visiting areas endangered by terrorism.

The paper describes the immediate impact of two terrorist attacks on international student mobility. The paper presents the fear of terrorist attacks and the shock caused by terrorism as major barriers to international student mobility.

This paper explores the issue of developing and enhancing intra-ASEAN international student mobility given the context of ASEAN integration, regionalization of ASEAN higher education and the various intra‐ASEAN student mobility schemes currently implemented.

It explores higher education policies, available higher education and international student mobility data, as well as the various intra‐ASEAN (and relevant) student mobility schemes to present the current status of intra‐ASEAN student mobility, challenges and opportunities to further enhance student mobility within the ASEAN region.

Aside from showing that intra‐ASEAN student mobility is significantly low compared to outbound student mobility from ASEAN countries, the paper also highlights the relationship between a country’s income status with choice of intra‐ASEAN or extraASEAN student mobility. Finally, it recommends developing a comprehensive intra‐ASEAN mobility scheme taking the merits of the various intra‐ASEAN mobility schemes currently implemented and guided by developments in the European ERASMUS mobility programs.

This is probably the first (in fact, it is an exploratory) paper that address the issue of intra‐ASEAN international student mobility, which aims to explore relevant issues to address the development of a comprehensive ASEAN mobility scheme.

The purpose of this paper is to examine empirically whether teaching methodologies that emphasize international experiential learning have a significant role in fostering or encouraging greater international mobility. To that end, it assesses whether MBA programs that emphasize experience‐based learning in the form of international travel, exchanges and internships have more internationally mobile graduates than programs that do not. It also discusses the broader role of experiential learning in teaching students skills relevant to international business.

This study uses data from the Financial Times Global MBA Rankings and the A.T. Kearney/Foreign Policy Globalization Index to assess whether international experiential learning is conducive to the future international mobility of graduates. It employs a multivariate data analysis methodology to examine whether the international experience and exposure received during an MBA is a predictor of subsequent international mobility.

This study finds that MBA programs that use experiential teaching methods that emphasize international travel, exchanges and internships tend to have more internationally mobile graduates than those that do not, even after the influence of foreign students and location have been controlled for.

Relatively few studies have examined the question of whether the international experiential teaching methods that many MBA programs use, such as exchanges, internships and travel, have an impact on the subsequent international mobility of graduates. This is an important research area as many MBA programs have embraced experiential learning techniques as the centerpiece of their efforts to train more culturally sensitive, adaptable and internationally‐minded graduates to work both domestically and overseas.

As an emerging market of international education, Asian countries ambitiously launched internationalization initiatives and strategies to attract international talent. Since the 1990s, Taiwan's government has implemented various internationalization policies. Partly affected by the political forces of neighboring China, Taiwan's government launched the New Southbound Policy (NSP) as the main regional strategy in 2016. One of the aims of this strategy was to promote mutual talent mobility between Taiwan and New Southbound Policy countries (NSPC). The purpose of this study is to explore how the NSP influences the student mobility scheme in Taiwan.

This study adopted the qualitative document analysis to investigate and compare the major Asian countries' internationalization focus and summarize Taiwan's internationalization development process and policy priorities. Moreover, a qualitative approach was adopted in order to collect data from 2005 to 2018 to examine Taiwan's student mobility scheme under the policy change.

Under the influence of the NSP after 2016, the student mobility scheme between Taiwan and NSPC could be categorized into five categories in accordance with the mobility rate. Although the nation-driven policy was considered powerful, the unbalanced flow between Taiwan and NSPC became severe.

The study lacked statistics on the degree level of outbound Taiwanese students going to NSPC. It could not compare the student mobility scheme between Taiwan and NSPC by degree level.

The research looked at the initiatives Asian countries have developed in order to raise higher education internationalization and regional status, which shed light on the national/regional approaches under the global change.

This study aims to explore the consumption practices of globally-mobile, young consumers from China who experience both upward social mobility and geographically outbound mobility by studying abroad, echoing emerging scholarship of “moving consumption”.

Data were collected through in-depth interviews with 27 first-generation Chinese international students studying in the USA.

The informants interpret outbound geographical mobility and upward social mobility in an overlapping manner. For them, cosmopolitan consumption practices are a form of boundary work and identity construction, reflecting their international experience. At the same time, the informants seek affirmation of the meanings and references of their consumption in their remote, native cultural contexts. In this way, they ensure that their tastes align with the popular “West” with which Chinese consumers are already familiar.

This study examines international student mobility that is unique to the younger generation. It considers how such form of mobility shapes the consumption patterns of Chinese youth with substantial purchasing power. Young, affluent international students differ in fundamental ways from other cross-cultural, cross-border travelers such as migrants, globally-mobile professionals, global citizens, nomads, sojourners and tourists. Thus, this study not only sheds light on the under-researched subject of “moving consumption” but also addresses youth cultures in transitional economies by exploring how Chinese youth consume when they are away from home and exposed to global consumerism first-hand.

Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision.

Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision.

The findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation.

The small sample restrict the generalisability of the findings.

As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries.

This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.

This paper aims to provide an overall picture of Vietnamese international student mobility which remains silent in Vietnamese international education and migration research.

This paper traces the evolvement of Vietnamese student outflows in a historical approach by analyzing official documents published by governmental agencies, public media and international education and migration literatures.

While the early Vietnamese student movements from the early 20th century to the 1986 Open Door period were mostly shaped by political purposes, the current trend is influenced by social and political transformations in Vietnam and host countries and by changes in the practices of higher education internationalization policies in host countries. It also argues that the present movement of Vietnamese students, which is seen as the government's strategic approach to improve the quality of the existing workforce for their industrialization process by 2020, becomes politicized as human capital is recognized as the focal force for the country's development and global integration.

By analyzing the factors behind Vietnamese international student mobility, the paper hopes to contribute an understanding of the international student movements and professional migration in Vietnam which are still under‐researched.

The purpose of this paper is to explore the differences in international student mobility (SM) in two contrasting countries: UK and China, at national, institutional and individual levels. Both are countries in transition in a greater global context. The objective is to identify what these countries can learn from each other about the issues and policies surrounding the management of educational mobility.

An inductive approach was employed to understand real-life experience via multiple case studies. Participant observation and semi-structured interview methods with a variety of stakeholders were used to collect data which were then subjected to a thematic analysis to identify in which areas countries had developed good practice.

Over-arching themes were developed through comparing national findings. These reveal that national policy and family support are most influential in China, while British universities largely drive SM at an institutional level.

The significance of this knowledge lies in the potential for social impact and reform of successful mobility schemes. International mobility equates to social mobility through global employability of those who engage. Global citizenship is regarded as one of the paths to world peace and understanding. Mobilising a younger generation can contribute to better regional integration and international stability as part of an idealistic approach to geopolitics.

Concluding that neither country has a comprehensive and complete approach, this study proposes the areas in which all both could develop and details good practice. The value therefore emerges from the comparison and contrast and the practical focus of the research.

The purpose of this paper is to investigate which sociocultural and work conditions have the potential to change international graduates’ career mobility intentions and encourage international graduates to stay in the host country when the initial intention was to leave the host country after graduating.

Data were collected via a web-based survey from international graduates and analyses suggest 129 (20 percent) of respondents changed their initial career mobility intentions. Data were analyzed using fuzzy-set qualitative comparative analysis.

Although previous studies report some pull–push factors such as attractive payment rates and work experience as being important in attracting potential workforce participants, these factors have no influence on changing the career mobility intentions of international graduates. In contrast, the work environment (WE) seems to be a strong condition for changing career mobility decisions. Results also reveal that the influence of sociocultural conditions on initial career mobility intention is more complicated than work conditions and varies from case to case.

The present study adopts the theoretical assumption that migration and mobility is a transition that forms over time and the findings suggest that international graduates’ global career mobility intentions depend on the WE. Therefore, government, higher education and industry development policy makers need to take this factor into account if they are interested in attracting and retaining global talent.

The majority of previous studies have focused on which push–pull factors encourage the recently graduated international student workforce to move or stay in a country while the current study argues which conditions have the potential to change initial career mobility intentions.