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    Student mobility choices in transnational education: impact of macro-, meso- and micro-level factors

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    Name:
    Revised_Student Mobility Choices ...
    Embargo:
    2022-09-22
    Size:
    229.6Kb
    Format:
    PDF
    Description:
    Final Accepted Manuscript
    Download
    Author
    Li, Xiaojie
    Haupt, John
    Lee, Jenny
    Affiliation
    Center for the Study of Higher Education, University of Arizona
    Issue Date
    2021-03-22
    Keywords
    Chinese students
    internationalisation
    student mobility
    Transnational education
    United States
    
    Metadata
    Show full item record
    Publisher
    Routledge
    Citation
    Li, X., Haupt, J., & Lee, J. (2021). Student mobility choices in transnational education: impact of macro-, meso-and micro-level factors. Journal of Higher Education Policy and Management, 1-15.
    Journal
    Journal of Higher Education Policy and Management
    Rights
    © 2021 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    This study investigates the student mobility choices at different stages in transnational education (TNE) and how their choices are shaped by varying level contexts. Combining survey and interview data collected at a US–China TNE programme, the authors found that majority of students did not intend to be mobile during the programme. Rather, they planned to pursue graduate degrees abroad. Further, the majority of students intended to work in China after the completion of their studies. Student mobility choices into, during and after transnational education, were heavily influenced by the macro-level (e.g., labour market, university admission policies) and meso-level (e.g., programme structures) contexts. © 2021 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.
    Note
    18 month embargo; first published online 22 March 2021
    ISSN
    1360-080X
    EISSN
    1469-9508
    DOI
    10.1080/1360080x.2021.1905496
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.1080/1360080x.2021.1905496
    Scopus Count
    Collections
    UA Faculty Publications

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