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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.

This paper discusses the effectiveness of a consortium-based student mobility programme by investigating the impact of the Asian International Mobility for Students (AIMS) Programme. AIMS is a regional multilateral large-scale student mobility programme based on a consortium of 10 member countries and 87 member universities with the Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development (SEAMEO RIHED) as a facilitator. Over 6,000 students have participated in a semester-long intra-regional student exchange under AIMS since 2010.

The study employed questionnaire surveys and semi-structured interviews to investigate the impact of AIMS and its advantages as a consortium-based student mobility programme.

It was found that AIMS significantly impacted member universities by accelerating their internationalisation processes through increasing the number of inbound and outbound students and courses offered in English and so on. AIMS has promoted harmonisation among the members by developing common procedures and guidelines, providing platforms for mutual sharing of experiences and good practices and capacity building of international relations offices. AIMS has also had a significant impact on students by enhancing their regional identity and knowledge about the region of Asia, contributing to their development as future regional and global citizens. As advantages of AIMS, member universities efficiently built a foundation for international collaboration with common procedures and guidelines and shared their experiences through such venues as Annual Review Meetings. Students also feel supported by having clear guidance and find programmes prepared by host universities and SEAMEO RIHED useful.

This study is unique in that it empirically studies the impact of one of Asia’s largest student mobility programmes for the first time by analysing large-scale qualitative and quantitative data.

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.

This study aims to establish the relationship between indoor environmental quality and residential mobility in student housing in Ghana.

Using multiple regression and exploratory factor analysis through post occupancy evaluation, 26 indoor environmental quality (IEQ) indicators were explored among 1,912 students living in Purpose-Built off-campus university housing in Northern Ghana.

The study established a negative relationship between indoor environmental quality and residential mobility among student housing in Northern Ghana. Residential mobility is primarily attributed to the dissatisfaction with thermal and indoor air quality.

The negative relationship affects vacancy and rental cashflows for property investors. Also, understanding local environmental conditions can influence future student housing design and enhance thermal and indoor air quality.

The authors contribute to studies on indoor environmental quality in student housing. In addition, establishing the relationship between indoor environmental quality and residential mobility in tropical African regions is novel.

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 chapter presents findings from a qualitative study conducted among students from Germany, Hungary, Portugal, France, and Poland on their expectations and experiences of learning in two types of international mobility (physical and virtual) during the pandemic of 2020. The authors identified imprints of internationalization onto the students’ learning. They are of a binary nature and manifest themselves in the following dualities: Duality 1: Expectations (new life experiences) versus reality requirements (empowerment); Duality 2: Formal learning (at university) versus non-formal learning (outside formal environments as a part of daily life); Duality 3: Designing (the digital environment) versus reconstruction (the “old order” of university learning); Duality 4: Latitudes (choice of method, place, and time of learning) versus restrictions (staying at home and family responsibilities). Moreover, internationalization through student mobility programs simultaneously show features of some revolutionary changes and evolutionary transformations that have come about during the COVID-19 pandemic.

Geography is an exciting discipline involving the interrogation of place, space, and mobility. Film is too powerful and assessable tool that engages audiences. Therefore, this article builds a rationale for utilizing film in the teaching of geography. Particularly geographic mobility, which is the study of spatial patterns of movement and viewing them with positive or negative social meaning and as embedded within structures of power.

This is not a research paper so there is no methodology to detail.

This is not a research paper so there are no findings to detail.

The article introduces three films (Selma, Hidden Figures, and The Green Book) and describes how they can be used to enrich the teaching of geographic mobility.

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.