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This paper provides an examination of recent scholarship on family migration for children's education in the context of East Asia, in an attempt to counter tendencies towards ‘adultism’ in migration studies [White, A., C. Ní Laoire, N. Tyrrell, and F. Carpena-Méndez. 2011. “Children's Roles in Transnational Migration.”Journal of Ethnic and Migration Studies37 (8): 1159–1170]. It highlights the significant role that children do, in fact, play in precipitating contemporary migration, and educational migration provides an appropriate lens through which to do this. First, the paper considers some of the transnational household forms to have emerged in response educational migration. It then focuses on theorising the importantdriversunderpinning educational migration, including the acquisition (by children) of cultural and linguistic capital and the notion of children as ‘accumulation strategies’ [Katz, C. 2008. “Childhood as Spectacle: Relays of Anxiety and the Reconfiguration of the Child.”Cultural Geographies15: 5–17]. It then turns to consider some of the implications of such mobility, alighting in particular upon its gendered nature, and the ways in which local geographies invariably impinge upon migrant families’ strategic intentions. It concludes with some thoughts on how the role of children might be better integrated into understandings of migration. [ABSTRACT FROM AUTHOR]

This paper examines the under-explored relationship between young people's transitions to higher education (HE) and the opportunities afforded by transnational education (TNE) programmes, with a focus on understanding the contemporary situation in Hong Kong. A fascinating association has developed, over the past decade, between the expansion of TNE in the territory and the government's commitment to providing ‘continuing education’. We explore what this relationship might mean for the young people directly affected by these new opportunities, by drawing on 70 in-depth interviews with students/graduates. Our sample is, what Brinton [2011.Lost in Transition: Youth, Work, and Instability in Postindustrial Japan. New York: Cambridge University Press] has termed (in another context), Hong Kong's ‘educational non-elite’. We ask: how does this ‘non-elite’ negotiate the shifting terrains of educational provision in an era where credentials (particularly at degree-level) are seen as ‘everything’? Our paper contributes directly to discussions around young people and (international) education, and considers frankly the specific role that transnational HE plays in the education/employment transition of thousands of (hitherto neglected) individuals in contemporary Hong Kong. [ABSTRACT FROM AUTHOR]

The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students' experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility. [ABSTRACT FROM AUTHOR]

ABSTRACT Transnational higher education represents a lesser-known aspect of the international education industry. In relation to the UK, transnational education is a booming business. British qualifications are offered in 217 countries outside the UK, representing in excess of 388,000 students in total. These students are fascinating precisely because they are acquiring an 'international education' in situ, raising a number of pertinent questions relating to the 'capital' young people are developing. How valuable is a British degree delivered entirely overseas? What does it actually represent - both conceptually, in terms of students' (im)mobilities, and in relation to individuals' embodied experiences of transnational higher education? This paper draws on the findings of a qualitative project examining British degree programmes offered in Hong Kong and their implications for young people locally. We focus on the experiences of students and graduates and the intentions of a number of UK 'providers' (representing different British higher education institutions). We explore the social capital accessible to students undertaking transnational educational programmes and focus in particular upon the spatial availability of 'institutional social capital'. We argue that the ability of young people to cultivate social capital in the context of transnational higher education is circumscribed in various ways, with implications for subsequent employment opportunities and social mobility. Our paper furthermore responds to recent calls to spatialise the conversion of social capital. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

A common theme within the literature on higher education is the congested nature of the graduate labour market. Researchers have highlighted the lengths to which many students now go, in response to this congestion, to ‘distinguish themselves’ from other graduates: paying increased attention to university status; engaging in a range of extra‐curricular activities; and pursuing postgraduate qualifications. Studies that have focused on the strategies of Asian students, specifically, have pointed to the important place of studying abroad as a further strategy in this pursuit of distinction. Given that there is now some evidence that the number of UK students enrolling on a degree programme overseas is increasing, this article explores the extent to which an overseas education can be seen as part of a broader strategy on the part of British students to seek distinction within the labour market and whether such an education does indeed offer tangible employment benefits. [ABSTRACT FROM PUBLISHER]

The article presents a study on Chinese transnational families and lone parenting by men in Canada. It states that men's role is greatly affected in a transnational family wherein men are the ones who are left at home with the children and the wife return to Asia to pursue her career. The author cites that men are more prone to infidelity and avoidance of parenting and domestic tasks compared to women. Also, it says that transnationalism has changed the lives of migrants.

This paper examines the relationship between transnationalism and belonging, with particular reference to Ong's concept of ‘flexible citizenship’, ten years after it was first articulated. It asks ‘to what extent is Ong's work still relevant for the contemporary experiences of transnational migrants?’ With a focus on research in Canada, I argue that, contrary to their ‘flexible’ intentions, transnational immigrants often demonstrate a high level of local civic involvement and a localised sense of identity in the ‘new’ country, even when continuing to practice transnationalism on a daily basis. In addition, the paper contributes to debates around the relationship between transnationalism and integration over time. It draws upon an indepth qualitative study of immigrant women over eight years to examine the extent of their transnational activities and feelings of belonging. It concludes that while the notion of flexible citizenship would in many cases seem to describe accurately the objectives of Chinese immigrants to Canada, it is perhaps less salient in relation to some of their experiences. [ABSTRACT FROM AUTHOR]

This paper intervenes in debates on education and social reproduction, developing the link between ‘parental choice’, class status and spatial mobility. Drawing on research in Canada and Hong Kong with migrant students and ‘returnee’ graduates, it demonstrates the relationship between ‘choice’, social class and international mobility, arguing that geographies of middle-class decisionmaking in education have been recently transformed with the growth of a multi-billion dollar international education market. The paper unpacks the meanings and consequences of international education in Hong Kong, revealing how migration to Canada has enabled middle-class families to accumulate a more valuable form of cultural capital in a ‘Western’ university degree. It argues for a geographically sensitive account of the relative value of international education and its close links with both class reproduction and place-based transnational social networks. [ABSTRACT FROM AUTHOR]

Analyzes the concept of transnationalism and citizenship among Chinese families in Vancouver, British Columbia. Detection of the arrangement of the Chinese families for their parents to return to Asia to work and left their children in the country to study; Maintenance of the social, economic, and emotional ties with their countries of origin by these immigrants; Examination of the experiences of the families.

This paper is concerned with the nexus between migration governance and higher education. While the intersections between these two societal/policy systems have received attention in existing literature, much has changed as a result of the recent COVID-19 crisis. The global pandemic has introduced spatial and temporal disjuncture that significantly impact how international students navigate these systems. We address this issue through the lens of international student mobility, taking postgraduate international students' perspectives as a vantage point. By drawing on a comparative qualitative study between Singapore and the UK (specifically, London), we focus on how international students experience, first, (mis)alignments between migration governance and pandemic-induced mobility regulation and, second, tensions between mobility regulations and institutional measures adopted by universities in Singapore and the UK. In both contexts, pandemic governance often compounded the complexities of migration policies, creating additional barriers for international students. In navigating these new challenges, international students adaptively draw on various resources while also imagining new possibilities presented by the otherwise challenging circumstances. [ABSTRACT FROM AUTHOR]

This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which 'value' in TNE is constructed in different host contexts is revealed. The paper brings to light the 'voices' of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage. [ABSTRACT FROM AUTHOR]