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This study aims to unravel the tensions and convergences between market-oriented neoliberal education and state-serving transnational higher education (TNHE) practices through an infrastructural lens within the broad context of post-pandemic geopolitics.

The study utilizes a case study approach, with a diverse array of data collection methods, including observations, interviews and review of material/online documents issued by the TNHE-related institutions and the Chinese Ministry of Education.

The study identifies three findings: (1) Re-articulation of transnational infrastructures, valuing ‘glocal' education and casting immobility as advantageous yet quasi-mobile; (2) Infrastructural tensions arising from stakeholder contests over program control and (3) Infrastructural dialectics, illustrating how promised (im)mobility becomes a tightly regulated academic journey due to institutional constraints and conflicts.

The findings elucidate the dynamic interplay between international education and TNHE amidst neoliberal pedagogical trends and pandemic-driven geopolitical shifts in China. While the interplay showcased a notable effect on Chinese students' (im)mobility during the pandemic, more empirical research is needed to understand international student (im)mobility issues in the post-pandemic era.

This study explores the infrastructural intersections between international and transnational education during the unprecedented Covid-19. Findings may provide a reference for policymakers and practitioners to strategize the “glocal” approach to international/transnational education in China after the pandemic.

Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

This paper aims to assess gender bias in Italian university student mobility controlling for the field of study. It uses data from the Italian National Student Archive (Anagrafe Nazionale degli Studenti – ANS) for the cohort of freshmen enrolled in the 2017 academic year. The macro-regional comparison unfolds across the following areas: North and Centre, Southern Italy and main Islands (Sicily and Sardinia).

The analysis is firstly carried out at the national level, and secondly, it focusses on macro-geographical areas. University mobility choices are thus investigated from a gender perspective, conditioning upon other theoretically relevant characteristics collected for the prospective first-year university student population enrolled in 2017. The authors analyse data in a regression setting (logit models) within the multilevel framework, which considers students at level 1 and the field of study at level 2. Gender differences in the propensity to be a mover – conditional upon the choice of the field of study – were captured by introducing random intercepts to account for clustering of students in fields of study and random slopes to allow the gender effect to differ among them.

Findings show that university student mobility in Italy leads evidence of gender bias. This has been detected using a multilevel random slope approach that allowed the authors to jointly estimate a slope parameter for gender within each field of study. Moreover, using a regression setting allowed the authors to control for heterogeneity in geographical, educational and socio-demographic characteristics across students. In line with previous empirical findings, the authors' data highlight the presence of a relevant mobility flow of university students from the South toward the North-Centre of Italy and lower mobility of female students compared to male students from the South and Islands.

To the best of the authors' knowledge, there are no studies in Italy, which investigate if families' investment in higher education in terms of selection of no-local universities are affected by gender bias and if geographical differences in this behaviour between macro-areas are in place. Thus, investigating students' choices in tertiary education allows the authors to shed light on the presence of gender bias in families' education strategies addressed to increase the endowment of students' assets for future job opportunities.

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.

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.

The rise of the era of mobility, or at least of a rhetoric on the benefits of mobility for individuals, can closely be connected with the late modernity and optimist views of the self's capacity to adapt to the challenges posed by globalisation. Mobility thus becomes an act expressing the individual appropriation of an “enlarged” action-space, supposed to become less constrained by social determinism. According to this assumption, mobility can also be seen as a form of elective biography (do-it-yourself biography) and would favour the emergence of a freer individual. Results of the analysis of 80 student accounts on experiences of Erasmus mobility within Europe have shown that student mobility reinforces the individual belief of being able to face changing environments, to monitor the self and to be monitored as a self, and to take control on one's life-path in a reflexive way, by accepting risks impelling new dynamics. From the students’ perspective, mobility experience seems to release impulses for personal growth and individual autonomy. Yet this advantage, however important it may be, often dominates the other outcomes of a mobility period, such as cultural and political awareness, intercultural competence and enlarged feeling of belonging. This result creates a tension with views and expectations for students to become “culture carriers” and vectors of Europeanisation, since the pro-social and societal dimensions of student mobility outcomes, as an experience supporting cultural awareness and understanding, tolerance and civic conscience were less systematically present at the end of the stay abroad.

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 goal of research consists in identifying trends in academic mobility in Russia and abroad, primarily that of academic staff; contributing suggestions on improving the management of academic mobility processes.

The research uses methods of observation, comparative analysis, as well as statistical method and generalization method supported by the facts. A comparative analysis of statistical data is made; these data were taken from the publicly available reliable sources of the Organization for Economic Cooperation and Development, Human Resource Development Department of the Asia–Pacific and others.

It was found that the level of academic mobility rises with the rising level of education. The overall mobility of tertiary students – in particular, students and postgraduate students, is growing throughout the world. Mobile postgraduate students demonstrate better research results during training. Even short-term academic internships for postgraduate students contribute to the successful implementation of research projects at their host university and the spread of new knowledge in general. In general, academic mobility contributes to the accumulation of human and cultural scientific capital that makes a connection between research communities in different countries. Based on the research findings, it was found that no statistics are collected on the foreign academic mobility of postgraduate students and young researchers in Russia. Based on the analysis, it may be deduced that the scope of academic mobility is extremely small. European countries are the main countries of prevailing academic mobility.

Given the importance of participation in foreign academic mobility for the development of the competitiveness of national science in Russia, it appears that there is a need to monitor the foreign academic mobility of Russian postgraduate students and young researchers. The monitoring of foreign academic mobility of Russian postgraduate students and young researchers is a systematic observation of the status and conditions of training highly qualified personnel in Russian educational establishments and scientific organizations, providing educational authorities of Russia with up-to-date information on the status of outgoing academic mobility necessary for analyzing and forecasting the development of the national education system and national labor market.

The purpose of this paper is to examine the student mobility programs of the three initiatives – in Southeast Asian Ministers of Education Organization-Regional Institution of Higher Education and Development, University Mobility in Asia and Pacific (UMAP), and Campus Asia – and provide a comparative analysis of the respective programs in terms of the role of government, institutional involvement, quality assurance, and challenges. In addition, the paper will assess their impacts on higher education regionalization by regulatory models toward the end of the paper.

The study adopts qualitative document analysis as a major research method to explore the developmental models of three student mobility programs. Document analysis is an approach used to gather and review the content of existing written documentation related to the study in order to extract pieces of information in a rigorous and systematic manner.

ASEAN International Mobility for Students (AIMS), Collective Action for Mobility Program of University Student in Asia (CAMPUS Asia), and UMAP student mobility schemes have a shared purpose in higher education regionalization, but with different regulatory frameworks and Functional, Organizational, and Political approach models. AIMS and CAMPUS Asia as a strong network and government-led initiatives adopt a combination of functional, organizational, and political approaches; UMAP provides university-driven regional mobility programs with a hybridized force. However, all three of them face the same challenges at regional and national levels, such as different national regulation, coordination among participants, and implementation of credit transfer schemes.

The scale of three student mobility programs is still low, which results in limited impact on higher education regionalization in Asia. However, a stronger decision-making model and increased financial support to universities and students are desirable for the creation of a sustainable and effective network.

This is an original research and makes a great contribution to Asian nations.

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.