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The purpose of this paper is to identify the impact of international student mobility (ISM) on the first wages of tertiary education graduates in Poland.

The author uses data from the nationwide tracer survey of Polish graduates (2007 Graduate Tracer Study) and regresses the hourly net wage rate of salaried workers in their first job after graduating from a higher education institution on a rich set of individual characteristics. In order to reduce the bias due to selection to ISM, the author includes a set of variables representing abilities and skills, characteristics of studies, and international experience as control variables. The author addresses the possible selection to employment bias by using the Heckman correction.

After controlling for observed heterogeneity, the author finds that Polish graduates who studied abroad for at least one month earn on average 22 per cent more in their first job than those who studied in Poland only. However, the author also finds that this wage premium is explained by international economic migration after graduation. Studying abroad brings a wage premium only if it is followed by working abroad. Those who perform their first job in Poland do not obtain any wage premium from ISM.

The main contribution of the paper is that it identifies international economic migration after graduation as another mechanism explaining why those who studied abroad earn more.

The increase in prevalence of behavioral health issues among college and university students is burdening the scholastic sector both domestically and internationally. More American students participate in study abroad programs than ever before. These provide educational institutions with additional duty of care challenges and responsibilities especially when it comes to their health status while studying or working abroad. The requests for assistance to an assistance service provider of students from US universities studying abroad were compared to international assignees from US employers in terms of closing diagnoses and case outcome types. The purpose of this paper is to indicate that there are differences in diagnoses and case outcomes between students studying abroad and employees working abroad. Students are more likely than international assignees to be diagnosed with behavioral health issues, to be referred to a health provider (rather than being treated through in-patient care) and to be evacuated or repatriated. It is recommended that US universities change their duty of care practice from the “inform and prepare” to a higher level benchmark, commonly practiced in the US corporate sector, of “assess, assist and protect.”

US employers and universities often contract with a service provider for international travel assistance for their traveling employees/students. The sample consisted of case records of a large assistance service provider based on request for assistance (RFAs) by international assignees and students from its different US client organizations (US employers and universities) over a 24-month period (January 1, 2010 to December 31, 2011), with all client travel originating in the USA and traveling abroad. A two-year framework was used to include a larger sample of short- and long-term international assignees. The individual requesting assistance (student or international assignee) was the primary unit of analysis. The multiple case records can be viewed as a “case study” of an assistance provider (Yin, 2014). According to Yin’s case study design typology, this research used a single case (embedded) design. It is a single case study of client records from a global assistance provider of medical and security services for international travelers. The case study was embedded because it involved more than one unit of analysis. The case study included 17,071 records from two different subunits: 831 students studying abroad from 82 US universities and 16,240 US international assignees working for 889 US employers requesting assistance for health-related issues from the global service provider. The US client organizations included universities with study abroad programs and employers of different sizes and industries who have global mobility programs.

The hypotheses related to different diagnoses and outcomes based on RFAs while working or studying internationally were confirmed in spite of the fact the age and gender (important antecedents of morbidity) were controlled. Compared to international assignees, students are more likely to be diagnosed with behavioral health issues, more likely to be referred to a health provider (rather than being treated) and more likely to be evacuated/repatriated. This not only shows the importance of behavioral issues among students while studying abroad but also indicates that the corporate organizational support structures for international assignees are different than those universities provide to students.

This study assessed how RFAs by students studying abroad differed from international assignees working in corporate organizations. With this type of case study, the mode of generalization is “analytic” rather than “statistical.” In analytic generalization, the empirical results of the case study are compared to a previously developed theory (Yin, 2004, p. 38). As a result, the authors are striving to generalize the particular empirical results of students and international assignees to the broader institutional theory.

The research has implications for further research. First, these results can be replicated with other samples of students studying abroad. If replications result in similar findings, indicating that students have increased risk of being diagnosed with behavioral health conditions, this finding can be probed for a better understanding of both process and outcome. For instance, future research can delineate the specific behavioral health diagnoses the students are receiving, which can have important implications for behavioral health care providers, educational duty of care considerations, as well as direct future research in this area. An additional area of critical importance for future research will be elucidating the students’ systemic experience of increased stress associated by studying abroad, the subsequent psychological and physiological responses, as well as how students are impacted by this stress. There are also some systemic stresses that are unique to the study/work abroad context. Many of the administrative requirements (such as required paperwork for travel, visas, travel scholarships, funding, vaccinations, health care, etc.) are taken care of for international assignees by their employers through the global mobility division. They are not necessarily done by universities for their students. Students are largely responsible for these themselves although with some guidance through the study abroad program staff. Researchers can also examine how cultural adjustment models apply to students studying abroad. For instance, how might changes in anticipatory adjustment impact student development of behavioral health conditions, including both individual factors such as pre-travel training, as well as organizational factors such as selection systems designed to identify those that could need additional behavioral health support while they are abroad. Likewise, in-country adjustment can also be evaluated in future research to identify individual, organizational and cultural aspects that could be associated with increased behavioral health diagnoses in students. Such research can shed more light on this understudied population, illuminating the steps that university can take, with regard to duty of care concerns, to ensure students have safe and beneficial experiences abroad.

The population of corporate international assignees is emotionally more mature and more experienced in world travel and therefore more likely to be adaptable to the challenges of traveling and living abroad than the study abroad population of students. As more students enroll in study abroad programs, the absence of an infrastructure to support behavioral health issues at the time of enrollment, while on-site and upon return will only result in more exposure for both students and educational institutions. E-learning tools, and even anonymous student self-exams can assist in determining fitness for study abroad. Simultaneously, colleges and universities must educate their local and distant faculty/team leaders, host institutions as well as other students to recognize and react appropriately to a behavioral health crisis. Adherence to such a strategy will certainly help to mitigate the risk of a failed study abroad experience. Although this study is limited to US students traveling overseas, behavioral health is an issue with students globally. American institutions hosting foreign students should, therefore, re-evaluate their existing domestic resources to accommodate the psychological needs of their visiting international students. It is the authors recommendation that, prior to travel, students should develop greater self-awareness, with or without the assistance of a professional. Implementing these recommendations will move university duty of care practice from the “inform and prepare” to a higher level benchmark, commonly practiced in the corporate sector, of “assess, assist and protect.”

With regard to case outcomes, students had lower odds of experiencing severe outcomes, such as in- and out-patient care, than international assignees. Similarly, students had lower odds of being evacuated or repatriated than international assignees.

The study is an attempt to expand the knowledge about the psychological and behavioral aspects of Indian students studying abroad amidst fear of uncertainty and social unrest.

The exploratory study is employed to seek a better and deeper understanding of the possible impact of the potential war on the student abroad study process. In the study, the participants were selected from Delhi NCR of India. The thoughts and opinions of students on studying abroad under the fear of uncertainty were covered in a semi-structured interview.

Five broad themes emerged from the analysis of the interviews that influence students' choices and attitudes toward their decisions on studying abroad. The themes are “safety”, “fear of incomplete degree”, “financial stress”, “parents' apprehension” and “emotional breakdown”.

The study leveraged an understanding of the mindset of Indian students. Considering the student's doubts and fear over such uncertainty and war-like situations, the higher education policymaker can adopt some measures (hybrid education, short-term programs, student exchange programs, shift in destination, distance learning and new forms of educational technology) to cope with such upcoming challenges, ensuring their safety and pursuing their dreams by taking higher education abroad.

This qualitative study develops a comprehensive understanding of how students perceive such extreme crises and how their thoughts, attitudes and behavior toward studying abroad change. The study contributes to comprehending the student's description of perceptions, emotions, opinions and behaviors under the fear of uncertainty and social unrest.

Higher education performance is boosted through cross-border cooperation and increased transnational mobility of students. In addition, exchange students have better employability skills after staying abroad compared to the students' peers. A number of studies have investigated factors that determine whether a student studies abroad. In this study, the authors focused on the role of personality trait openness to experience and cultural intelligence (CI) in explaining Croatian students' experience with and/or intention to travel abroad for studying purposes.

The authors analyzed results from 482 students (M = 22.61, standard deviation (SD) = 2.24, 66% female), of whom 35% reported that they studied abroad or intended to study abroad. They filled in The Cultural Intelligence Scale and openness facets items from the International Personality Item Pool (IPIP-300) questionnaire.

The authors conducted a hierarchical binary logistic regression analysis and found that students who were younger, had higher adventurousness and higher motivational CI were more likely to study abroad. Results of the mediation analysis showed that the association between openness to experience facet adventurousness and intention to study abroad was partially mediated by the motivational aspect of CI.

This study contributes to the better understanding of complex interrelations between personality traits and CI in the context of higher education internationalization processes. This study offers unique insight into the mediating role CI has in the association between personality and mobility behavior.

This research aims to examine business students’ geographic interests and motivations for study abroad.

Two hundred sixty-seven undergraduate business students from a midwestern university completed the survey on perceived benefits and obstacles of studying abroad (personal and professional), geographic regions where willing to study (rated by psychic distance [PD]), the format for willing to study (length and faculty-led) and respondent characteristics.

Results indicate students who perceive high professional benefits chose higher PD countries, whereas those perceiving higher personal benefits chose medium PD countries. Students with higher professional obstacles, such as concerns of timely degree completion, avoid high PD countries, whereas students expressing high personal obstacles prefer low PD countries. The research results also connect student classification, gender and school funding source to the perceived benefits and obstacles.

The outcome of this study is to aid study abroad programs in segmenting their users and to better serve business students with more targeted communications and enhanced program offerings. It extends the marketing literature by using the theory of PD to explain and guide these strategies.

Turkey’s first “brain drain” wave began in the 1960s, with doctors and engineers among the first group of emigrants. In recent years, attention has shifted to young university graduates who are seriously contemplating starting their careers abroad as a result of the current economic crisis. Postgraduate studies overseas provide the first step for many in fulfilling this goal. This paper provides an evaluation of the findings of a survey conducted during the first half of 2002 on the return intentions of Turkish students studying abroad. Various factors have been cited as important for student non‐return, including political instability, lower salaries and lack of employment opportunities in the home country when studies are completed, as well as a preference to live abroad. In addition to these factors, several other features of Turkey’s political economy are considered to be important in explaining the Turkish brain drain.

Most institutions around the world provide opportunities for students to study outside of their own country for short- or long-term educational experiences. There is a gender imbalance for those seeking these experiences, with more women than men applying to study outside of the United States and only slightly more men than women are looking to study abroad in the United States. A qualitative study was conducted in the United States with American men who had studied abroad and male international students studying in the United States. Understanding what motivates men to take advantage of these learning opportunities will lead to greater promotional efforts to attract more men to these experiences.

Recruiting students to study abroad is a difficult challenge for American colleges and universities. Study abroad advisors and directors of international programs are searching for better ways of marketing the overseas academic experience. Approximately 3% of U.S. students who pursue a bachelor’s degree study abroad at some point in their college career. In any given year, less than 1% (0.8%) of U.S. students take part in study abroad (Hayward, 2000, p. 9). American higher education falls far short of the Presidential Commission’s target of 10% by 2000 set in 1979 (Strength Through Wisdom, 1979). The typical college student who participates in study abroad is an undergraduate liberal arts major who spends one semester in a country in Western Europe. In 1999–2000, 63% of American students studying abroad were in Europe (Snapshot of Report on Study Abroad Programs, 2000, p. 1). Almost one fourth go to one country – Great Britain. Fifteen percent of study abroad students travel to Latin America, 6% to Asia and 3% to Africa (Hayward, 2000, p. 10). The small number of U.S. students (129,770) who experienced foreign study in 1998–1999 compares unfavorably with the much larger number of foreign students (490,933) who enrolled in U.S. institutions (Hesel & Green, 2000, p. 5). Even more disheartening is the fact that nearly 50% of students entering 4-year colleges say that they want to study abroad and that three out of four adults agree that students should study abroad (Hesel & Green, 2000, p. 1). When asked to choose which activity in college is most important to them, entering freshmen rank study abroad second only to internships (Hesel & Green, 2000, p. 3). There are obviously a number of barriers to student participation in foreign study.

The purpose of this paper is to examine parental and students’ decisions regarding participating in K-12 level study abroad programs in Manitoba, Canada.

The study reports on data collected through document analysis and semi-structured interviews with 18 international students and 14 parents.

The findings suggest that the key factors influencing decisions are perceptions of enhanced career prospects, changing global environments and broadened post-secondary education choices. Country-specific factors include quality and safety of the learning environment, multiculturalism and reputation associated with the country and people.

The participants were primarily students and parents from the EU countries associated primarily with horizontal mobility. Experiences of students from the main sending countries (China, South Korea and Japan) might differ.

The results are relevant to educational managers in designing high-quality international programs and recruitment agents.

The study adds important empirical evidence to the limited research that has been conducted on study abroad experiences at the K-12 level. It is one of the first in the Canadian context. It provides unique perspectives in USA and Canada comparisons for study abroad of school-aged children.

The purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory.

A quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus.

This research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students.

This research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups.

The authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad.