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International student mobility (ISM) prepares young people for the challenges of global and multicultural environments. However, disadvantaged students have lower participation rates in mobility schemes and, hence, benefit less from their positive impacts on career progression. Therefore, policymakers aim to make mobility programs more inclusive. Nevertheless, it is far from clear how policy design can achieve this aim. This study investigates factors driving inequality in international student mobility uptake. The study's novelty is twofold: first, in contrast to most existing studies it does not only investigate individual but also university characteristics as possible drivers of unequal uptake. This is possible due to the use of rich graduate survey and administrative data merged with university-level European Tertiary Education Register (ETER) data. Second, the study compares results across four European countries. Results show that the socio-economic mobility gap remains still sizable even when taking university characteristics into account. However, universities matter considerably and especially student compositions in terms of socio-economic background and ability contribute to unequal ISM uptake. As a consequence, intergovernmental policies should aim to distribute grants and mobility opportunities more equally across all universities, independent of their student composition. [ABSTRACT FROM AUTHOR]

Disadvantaged students in higher education are significantly underrepresented in study abroad programs. Existing research has explored this socioeconomic disparity in student mobility, primarily by comparing mobile and non-mobile students. However, these studies often overlook the extensive selection process students undergo to join a mobility program, encompassing application phases, eligibility assessments, and ability evaluations. This study investigates how these selection steps contribute to the unequal uptake of higher education mobility in Europe, focusing on the European Union’s most popular study-abroad program ‘Erasmus’. Additionally, it explores how the program organization at the degree course level is associated with socioeconomic disparities in student mobility. Using administrative population data from a large Italian university, covering 46,000 graduates, the study finds that, on average, 90% of socioeconomic disparities in Erasmus mobility are due to disadvantaged students shying away from the application, while ability selection is only marginally important. Additionally, degree-level characteristics, particularly the social segregation across fields of study, matter. Although the study is based on data from a single university in Italy, it has implications for an international audience in countries with similar institutional settings for international student mobility, as it demonstrates for the first time the impact of the selection process and degree course organization on the socioeconomic gap in study abroad program participation. [ABSTRACT FROM AUTHOR]

More and more European higher education students decide to take part in international student mobility (ISM). However, not much is known about the actual benefits of studying abroad. This paper assesses UK and Italian students' returns from ISM. Three research questions are addressed. First, does international student mobility increase graduates' employment probability and postgraduate study uptake? Second, do the returns to ISM differ according to the socio-economic background of graduates? Third, do the returns to ISM vary between two countries with contrasting labour market and education systems? Results, based on propensity score matching, indicate that mobility is positively associated with a higher employment probability. Mobility abroad is likewise linked with a higher likelihood of enrolling in postgraduate studies in Italy. The benefits of mobility in terms of employment do not differ significantly across socio-economic groups. However, mobility is particularly effective in boosting the uptake of postgraduate studies among mobile Italian graduates with a low socio-economic background. In Italy, ISM returns are substantially higher than in the UK, which could reflect that the skills accumulated and the signals sent to potential employers through ISM are greater in Italy. [ABSTRACT FROM AUTHOR]

Erasmus student mobility is the most recognised element of Erasmus+ and clearly popular with an increase in student uptake from 3,000 in 1987 to over 300,000 today. Recent studies show that students from lower socio-economic backgrounds are less likely to study abroad than better-off students, thereby benefitting less from improved employment opportunities and language competences often associated with mobility. Unequal uptake is generally explained by students' choices: disadvantaged students hold lower social capital which leads them to decide against mobility. However, not much is known about the importance of students' selection into universities and fields of study. Using multilevel logistic regressions, this article examines whether social segregation in universities and field of study matters beyond individual characteristics for explaining unequal Erasmus mobility uptake. The study exploits rich population data of around 200,000 UK first-degree graduates of the year 2014/2015 deriving from the Higher Education Statistics Agency (HESA) data. Results show that while student characteristics like ability and social status are important predictors of Erasmus mobility, they only explain one part of unequal uptake. In addition, social segregation of universities and fields of study contribute to the unequal mobility pattern found. Student mobility is less common for students enrolled in fields of study and universities attended by disadvantaged students conditional on student characteristics. This implies that student mobility could become more inclusive if grant funding and incentives targeted universities attended by a high proportion of disadvantaged students. [ABSTRACT FROM AUTHOR]