Movilidad estudiantil

European policies on higher education have progressively encouraged inward student mobility and in recent years, a number of European countries have become popular destinations for foreign students. However, with the emergence of new host countries, the competition for international students has intensified. A key variable that determines the competitiveness of a host country is the legislation governing international students. This paper provides a comparison of the current legislation governing the entry and stay conditions of international students in 5 European countries – the UK, Germany, France, Sweden and Netherlands. The paper also provides a comparative analysis across stages of legislation to assess the post-study employment conditions for international students. As the objective is to assess the implications of the legal regimes for student flows from India (to selected European countries), the paper also draws a comparison between the former and the current legislation governing international students in the United States, Australia and other emerging host nations. The paper concludes with a summary of findings and policy recommendations to improve the competitiveness of European countries as destinations for higher education.

Young people are travelling more than ever before. Studying abroad is a growing and institutionalized practice, as in the Erasmus program. To find out what they’re getting out of this travelling, we have to get them to tell their stories and explore the meanings of their experience within the broader context of their lives. The results of this comparative study can usefully orient EU policymakers in sustaining young people in their transitional challenges – becoming adults, Europeans and citizens of a globalized world – fostering ongoing education in cultural diversity enhancing life for all Europeans. The key question is if and how students’ experiences abroad are contributing to overcoming cultural and social boundaries. Using a mixed-method and interdisciplinary approach, this innovative study investigates the meanings given by a group of 60 international students to their educational, cultural and overall life experience abroad (Finland and Italy). Through analysis of autobiographical-autoethnographical essays, ethnographical observations, focus groups and in-depth interviews I will address topics connected with self-construction processes in another culture: family of origin and its economic, social and cultural capital; perception of European social and cultural identity and sense of belonging to a “Cosmopolitan Generation”; fundamental cultural objects shaping the idea of Italy (South) Finland (North) and Europe in general; interaction with locals and involvement in the host culture; key life passages during students’ stay abroad. The narrative approach yields a clear, in-depth and comprehensive vision of what students abroad are actually doing and what they think about it. Beyond quantitative data, qualitative empirical material of this kind is rare; findings will offer unique insights on human life-span development, cultural globalization, social mobility, migration, tourism and education, enhancing intra-European education and mobility policies.

1. Almost half of all Member States consider attracting and retaining international students a policy priority, although the degree to which this is a priority significantly differed across Member States. Other policy priorities such as preventing misuse of this legal migration channel for third-country nationals were also identified. 2. The number of international students coming to the EU to undertake their studies has increased steadily over the recent years. In 2017, over 460 000 first residence permits were issued for study reasons in the EU. The most popular destinations for international students coming to the EU in 2017 were the United Kingdom, France and Germany which issued around half of all first residence permits for study reasons in the EU. In terms of the share of third-country nationals of all students, data for 2017 for 14 Member States showed that the highest share of international students from all students was in Cyprus (18 %), Germany (10 %), Hungary (9 %), Ireland (8 %) and Latvia (8 %). 3. The highest number of international students came to the EU from China, the United States and India. 4. The main policy drivers for attracting and retaining international students included the internationalisation of HEIs and increasing financial revenue for the higher education sector, contributing to economic growth by increasing the national pool of qualified labour and addressing specific (skilled) labour shortages plus tackling demographic change. 5. Both national governments and HEIs alike were found to implement comprehensive promotional activities and campaigns in many Member States to attract international students, often combining their efforts. The most common approaches in place to attract international students were promotional activities and dissemination of information targeted at prospective international students, in some cases, taking place directly in selected countries of origin. 6. Member States identified a number of common challenges in attracting international students. These included: limited availability of courses taught in foreign languages, especially in English; lengthy processing times of applications for visas and residence permits, especially for Member States with insufficient representation in third countries; insufficient promotional activities and scholarship opportunities; as well as (affordable) housing shortages. 7. Post study retention measures were found to be in place in the majority of Member States and were mostly policy-related, seeking to facilitate access to the labour market by eliminating certain restrictions to labour market access for international graduates. 8. Some factors which significantly contributed to student attraction did not necessarily benefit student retention. Programmes taught in English have had positive impacts on attracting international students to Member States but can hamper the longterm integration of international students into the labour market, unless language learning and other integration measures take place during the period of study. 9. Member States aim to balance policies to attract and retain international students with measures to prevent abuse of the student route for other migration purposes by ensuring opportunities to study and work are made available only to those with a genuine intention to pursue higher education in the EU. 10. Bilateral and multilateral agreements with third countries have created important frameworks for cooperation, including in relation to student mobility. The majority of these agreements were aimed at exchanging experiences and practices, teachers, students and researchers, as well as the establishment of fellowships

With the Erasmus Initiative ‘Vital Cities and Citizens’, Erasmus University Rotterdam wants to help improve the quality of life in cities. In vital cities, the population can achieve their life goals through education, useful work and participation in public life. The vital city is a platform for creativity and diversity, a safe meeting place for different social groups. Contribute to the quality of city life Over half of the world’s population lives in cities. This will have risen to 66 percent by 2050. Cities in Asia and the sub-Sahara in particular are faced with mass migration from rural areas. As a result, the poor population in these cities is growing at a rapid rate. Globalisation, technological change, international migration and growing inequality are increasing the complexity of the social structure and cultural makeup of cities worldwide. By exploring how social changes affect city life, researchers can help cities to flourish. In this Erasmus Initiative, researchers from different disciplines work closely together to identify the conditions for equal opportunities in life, safe living environments and harmonious co-existence for an increasingly diverse population. “Cities can be seen as interesting living labs to study the complexity of today’s societal challenges, which forces us to mobilise knowledge and experiences from different disciplines and groups, as well as to explore what kind of actions could be pursued, in close collaboration with all kinds of societal partners. Vital Cities and Citizens offers demonstrates that scientific knowledge and societal relevance can go hand in hand,” Professor Victor Bekkers, Dean Erasmus School of Social and Behavioural Sciences.

One of the most significant changes in recent years has been an evolution in the role of education in the global arena. As education has increasingly assumed the role of a tradable service, countries from all parts of the world have become active participants in the ongoing internationalization of higher education. One of the key outcomes of this process has been the phenomenal growth in international student mobility since 1998. A burgeoning industry which generates revenues of up to 90 billion dollars clearly spells strong financial incentives for participants of this industry. It also implies that factors influencing international student flows have serious implications for the providers as well as consumers of higher education abroad. This paper attempts to address the issue of student mobility between two key stakeholders - India and Europe. In particular, it analyses the trends in student mobility from India to three important markets in Europe – the United Kingdom, Germany and France. The paper identifies various factors which motivate Indian students to pursue higher education abroad, in addition to market features of the host countries which attract them. The paper also identifies the constraints faced by Indian students studying in these countries and concludes with recommendations which, if implemented, can further facilitate the flow of Indian students going to Europe for higher education.

The development of European policies on higher education in the last two decades has facilitated and encouraged (inward) non-European student mobility. This paper examines the issue of student mobility between two European host countries, namely Germany and France and a leading source country, namely India. Often regarded as the “middle players”, the paper identifies factors that drive the demand for higher education in these alternative destinations and elements that have contributed to their growing visibility among Indian students. The paper draws on findings from a recently conducted survey on Indian students in Europe to also identify the challenges associated with pursuing higher education in Germany and France. The paper further examines the role of competition and its impact on the international competitiveness of these destinations and concludes with policy recommendations, which can facilitate international student flows to Germany and France.

The development of European policies on higher education in the last two decades has facilitated and encouraged (inward) non-European student mobility. This paper examines the issue of student mobility between two European host countries, namely Germany and France and a leading source country, namely India. Often regarded as the “middle players”, the paper identifies factors that drive the demand for higher education in these alternative destinations and elements that have contributed to their growing visibility among Indian students. The paper draws on findings from a recently conducted survey on Indian students in Europe to also identify the challenges associated with pursuing higher education in Germany and France. The paper further examines the role of competition and its impact on the international competitiveness of these destinations and concludes with policy recommendations, which can facilitate international student flows to Germany and France.