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Adolescence has traditionally been considered a time of substantial turmoil in the life course, as youth struggle with establishing self-images, finding appropriate and supportive peer groups, and begin their psychological, emotional, and, in some cases, physical separation from their parents. Among the many factors that have been thought to exacerbate adolescent adjustment during this often-difficult period are residential mobility and the school changes that frequently accompany these geographic relocations. Numerous recent studies have found statistically significant and substantively important effects of residential mobility and school changes on problematic adolescent behaviors. Although the observed strength of the association varies across studies and outcomes, recent investigations have reported significant effects of residential mobility and/or school changes on poor academic performance (Ingersoll, Scamman, & Eckerling, 1989; Kerbow, 1996; Pribesh & Downey, 1999), school dropout and low educational attainment (Astone & McLanahan, 1994; Entwisle, Alexander, & Olson, 1997; Hagan, MacMillan, & Wheaton, 1996; Haveman, Wolfe, & Spaulding, 1991; McLanahan & Sandefur, 1994; Rumberger, 1995; Swanson & Schneider, 1999; Teachman, Paasch, & Carver, 1996), drug and alcohol abuse (Hoffman & Johnson, 1998), risky sexual activity, including early sexual initiation and numerous sex partners (Baumer & South, 2001; Stack, 1994), premarital childbearing (South & Baumer, 2000; Sucoff & Upchurch, 1998), and other behavioral problems (Tucker, Marx, & Long, 1998; Wood, Halfon, Scarlata, Newacheck, & Nessim, 1993).

The purpose of this paper is to argue that current ways school systems have addressed social mobility is misguided at best and, at worst, hurts social mobility. Instead, we call for a focus on investment in teachers' professional capital as a primary lever for enhancing the likelihood they can effectively prepare and develop all children to lead successful lives after school. These arguments have become even more pertinent with the COVID-19 pandemic.

Using contemporary research, and grounded in our collective decades of research in these areas, we define social mobility and document how the aim of improving it has become a central tenet of our governments' stated ambitions and the yardstick by which school systems' success is measured. We then show how the application of market-based approaches to schools and teachers' work has hindered social mobility and offer a new path forward.

After 50 years of neoliberal policies incentivising individualistic and competitive behaviours, it is time to move towards policies that enhance professional capital and promote high quality collaboration between teachers. We call for a new path forward: a re-orientation to invest in teachers' capacity to realise the potential of education to improve the life prospects for all children, irrespective of their background.

As with so many issues, the COVID-19 pandemic has shone an intense light on the role of educators in society. There are credible concerns that economic and educational inequalities resulting from the crisis have the potential to trigger a fall in future social mobility levels. Yet this should also be seen as a new dawn for renewed thinking in which we seriously consider a shift away from neoliberal to professional capital policies to create an education system that nurtures teaching professionals, promotes collective behaviour and helps rather than hinders efforts to improve social mobility.

This paper aims to develop a clearer understanding of the role of business education and business schools in fostering global mobility. As business schools seek to educate managers who can work globally and adjust to new business and cultural environments, it is important to assess which specific dimensions of business education, such as the location of the school and its curriculum, play a significant role in fostering greater global mobility among business graduates. This also helps how business schools potentially influence global talent flows.

This study uses an empirical research methodology in the form of a multivariate analysis to examine a sample of 91 business schools that are accredited by Association to Advance Collegiate Schools of Business (AACSB) in the 2015 Financial Times Global MBA Ranking.

This study finds that international mobility of MBA graduates is mediated both by the design of the curriculum and the location of the business school. MBA graduates from leading business schools that offer greater levels of international experiential learning are more likely to pursue overseas careers after graduation. MBA graduates from leading business schools that are located in economically globalized locations, by contrast, are often more likely to remain in the country where they studied after graduation to pursue local employment opportunities.

This paper contributes to the knowledge of how business education influences the international mobility of business graduates and how it influences global talent flows.

The purposes of this study are to explore children’s independent mobility, that is the degree to which children of different ages are allowed to make trips to school, friends, shops, and other destinations unaccompanied by adults within the Arab communities in Israel and to study the influence of the demographic and socio-economic characteristics, built environment, geographical location, cultural context, and risk perceptions on children’s independent mobility.

This study is based on a questionnaire given to children between 9 and 15 years old studying in 4th to 9th grades and to one parent or primary caregiver. The methodology of this study is based on descriptive statistics comparing independent mobility licenses and travel behavior of two school children groups: Arab and Jewish children. In addition logistic regression models were developed to study the influence of different factors on independent mobility such as: car availability, gender, age, social class, and so on. In order to examine whether children with independent mobility do more and have access to a wider range of activities than those who do not, a linear regression analysis was performed with the dependent variable being the number of unaccompanied journeys to the various activities in the weekend.

Results clearly show that boys were granted greater freedom in terms of mobility licenses, as were secondary school children compared with those attending primary school. Walking is still the main commuting mode to school. One of the important findings in this study is that children are not interested in walking. That is, regardless of the built environment and parents driving options, children prefer to be driven.

This study will provide essential information for the development of policies and interventions in urban planning, transport planning, community development, community safety initiatives, and health planning.

This study is among the first to examine levels of independent mobility among the Arab school children in Israel, as well as their participation in active transport (e.g., walking/cycling) during journeys to school and to other local destinations.

Therefore, this study will hopefully provide a baseline for future studies in this area and act as a catalyst for more research into independence and mobility, and how this impacts sustainability.

The purpose of this study is to investigate differences and/or similarities between women's and men's career mobility toward the superintendency in terms of career pathways and movement patterns, with specific attention to women's career pathways as they correspond with their aspiration to the superintendency.

In this study of upper level educational administrators in the USA, typical career pathways were identified for four targeted groups of the study: men superintendents; women superintendents; women central office administrators who aspire to the superintendency; and women central office administrators who do not aspire to the superintendency. Four pathways for each group were drawn by analyzing data related to survey respondents' professional experiences. In the analysis, descriptive methods including frequencies and percentages were used in drawing pathways.

One of the major findings from confirmed that career pathways for women in educational administration are different than those of men who typically become superintendents. While many men administrators had worked in line‐role positions and moved vertically up to the superintendency, women generally traveled to the superintendency through staff roles and their career mobility patterns were more often horizontal. In addition, significant differences were found between the career patterns of aspiring and non‐aspiring women central office administrators. The results of the study raise the question of whether particular career pathways actually create higher quality superintendents.

The study includes data from women central office administrators (aspiring and non‐aspiring), a large and recent data set that has been missing from most studies of career mobility. The inclusion of this data set allows one to identify: differences between women who do and who do not aspire; differences between seated women superintendents and aspiring and non‐aspiring central office administrators; and the potential added value that women bring to the role of superintendent of schools.

Purpose – Mobility of youth in multiple foster care placements contributes to diminished life chances and outcomes. Foster care youth mobility during care results in numerous school changes within one academic year which hinders educational achievement. This qualitative study examines a group of Latino alumni of foster care and their experiences related to housing and education.

Methodology – Interviews with 25 young Latino adults ranging in age from 18 to 22 examined foster care placement, transitions to independence, and experiences after foster care. Researchers used a semi-structured interview guide, and tape-recorded interviews transcribed and coded for emergent themes.

Findings – Results suggest that as youth experience school mobility, social capital aids in promoting positive educational experiences. This research emphasizes the importance of positive social capital for Latino foster care youth and their educational achievement, evidenced in both adult and peer social networks. Few studies have examined Latino foster care youth experiences, and currently there are no studies that address educational experiences of these youth.

Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a developmental context for student motivation. Drawing upon general systems theories and a specific theory of motivational development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.

This chapter identifies factors influencing doctoral candidates’ mobility plans based on empirical studies as well as theories of social inequality and migration. The relative importance of the identified factors is assessed through a series of linear and logistic regressions, which are calculated based on data from a 2010 online survey of doctoral candidates employed at German universities. The theoretical considerations are mostly confirmed: mobility experiences during the previous studies and during the doctorate mobilise doctoral candidates to plan further research periods abroad. Moreover, contextual factors play an important role. For instance, working in an internationalised institutional environment and having regular contact with academics abroad increase the likelihood of developing mobility plans. Regarding social factors, age turns out to be negatively associated with mobility plans. Parenthood also affects mobility plans negatively, but only among female doctoral candidates. Contrary to the hypothesis, we do not find that a high social background significantly increases the likelihood of planning a research period abroad.

This paper aims to analyze the demand for mobility in higher education to understand the critical elements of students' mobility and the potential impact of accessing sustainable alternatives. The demand for different means of transportation accounts for socioeconomic variables such as household income and size, gender, age, among other travel factors such as distance, time, speed and direct cost.

This research uses a unique data set encompassing a representative sample of households across gender and municipalities in the Monterrey Metropolitan Area in Mexico. This paper uses the value of transportation time savings approach to estimate the derived demand for mobility in higher education across different means. The empirical strategy uses a linear utility framework in a multinomial non-ordered logit model to analyze the conditional selection of transportation as a function of sociodemographics, direct monetary costs and travel determinants such as travel time, distance and speed.

Men students are more likely to use an unsustained transportation mode such as a car or cab than women. Income is a crucial determinant for transportation demand. There is a negative relationship between household income and walking or riding the bus but positive with driving a car. An increase in the time of the trip decreases the probability of walking while increasing the likelihood of using a car or riding the bus to school. Students who feel safe while riding a bus are more likely to use the bus or walk as transportation than using a car. Finally, having access to better quality sidewalks significantly incentive walking over other transportation options.

Results show that individuals would almost always choose private vehicles because of the personal comforts and time savings.

Understanding the demand for higher education and access to sustainable transportation might provide new insights into campus planning and development. Access to public transportation options can reduce the travel costs for students with lower incomes and enlarge options for students who have to commute longer distances by car. Sustainable transportation access plays a role in promoting equality and economic development.

This study’s results bring new light on how transportation becomes an essential component of the opportunity cost of college education and could define its role in promoting equality or increasing inequality. This study’s finding is of particular interest for cities where housing location seems to be independent of access to school, work or other amenities.

The paper aims to argue that there has been a privileging of the private (social mobility) and economic (social efficiency) purposes of schooling at the expense of the public (democratic equality) purposes of schooling.

The paper employs a literature review, policy and document analysis.

Since the late 1980s, the schooling agenda in Australia has been narrowed to one that gives primacy to purposes of schooling that highlight economic orientations (social efficiency) and private purposes (social mobility).

The findings have wider relevance beyond Australia, as similar policy agendas are evident in many other countries raising the question as to how the shift in purposes of education in those countries might mirror those in Australia.

While earlier writers have examined schooling policies in Australia and noted the implications of managerialism in relation to these policies, no study has analysed these policies from the perspective of the purposes of schooling. Conceptualising schooling, and its purposes in particular, in this way refocuses attention on how societies use their educational systems to promote (or otherwise) the public good.