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The global imaginary contributes to the perpetuation of neo-colonial and neoliberal mentalities, which reinforce the political, cultural, and social dominance over international students. Through an exploration guided by interrelated theories of agency and transnational social fields, this study employs a narrative inquiry methodology with a constructivist research approach to comprehend and investigate the agency of international graduate students of Color amidst transnational mobility during the COVID-19 pandemic within a four-year public research institution in the United States. The research findings demonstrate that specific contexts and spaces shape the agency of international graduate students and (trans)form their present and future. This article reveals four distinct forms of agency: agency as negotiation in uncertainties, agency as resistance to forms of (neo)racism, agency for personal growth and (trans)formation, and agency within transnational futures.

How did the highly skilled Italians who chose to live abroad benefit from participation in the Erasmus program? How did they define and describe their experience with Erasmus, especially advantages and disadvantages? After conducting 51 semistructured and in-depth online interviews with highly skilled, spatially mobile, emigrant Italians, we used Atlas.ti to analyze each phrase, word, and context in which "Erasmus" appeared. More than two thirds of the interviewees had experienced the program, a substantial number of whom wanted to work in international environments and achieved their goals. A few returned to the city or country of their first Erasmus mobility experience. We argue that the mobility component of the Erasmus program provided the confidence required to be independent and the insight needed to make international comparisons. It also perpetuates the desire to travel abroad (to become spatially mobile) as participants sought additional international environments after the first Erasmus mobility experience, gaining additional self-confidence as a result.

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

There is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.

This article explores the possibilities for decolonizing approaches to intercultural learning for international students in Canada. In this article the authors present the findings from a series of photovoice workshops conducted as a part of a larger mixed-methods project that explores how informal and everyday pedagogies shape international students' mobility decisions in the Atlantic Canadian province of Nova Scotia. Participants' collaborative analysis of their own photographs reveal how everyday citizenship learning emerges from international students' affective relationships to place in such a way that obscures how international education is implicated in processes of settler colonialism. However, evidence suggests that participants' sense of belonging is deeply implicated in their connections to place, highlighting potential opportunities for integrating international students in current initiatives to "decolonize" higher education in the Canadian context.

Background/purpose: While the existing literature explores the internalization of higher education, a significant gap remains in comprehending the motivations behind international students choosing Portuguese higher education. This study aims to address this gap by examining the motivations of a specific group within Portuguese universities: international students from Portuguese-speaking African countries. Materials/methods: The study was conducted with a qualitative approach using data obtained from biographical interviews with African Portuguese-speaking international students. The collected data were then analyzed according to content analysis. Results: The findings demonstrate that the students' motivations for studying at Portuguese higher education institutions varied. Their reasons include the international reputation of Portugal, the quality of its education, upon recommendation from family members, the Portuguese language, lower tuition fees compared to their home institutions, cultural proximity, scholarship opportunities, and the perception of Portugal as a safe country. Conclusion: Through an examination of the motivation of students from Portuguese-speaking African countries pursuing higher education in Portugal, this study provides fresh perspective on the existing literature concerning international student mobility. Opting to study in Portugal is seen as a chance for African students to access quality higher education and to obtain an academic degree with significant recognition in the country of origin, with anticipated positive impacts on the personal, social, and professional aspects of their lives.

This study focuses on the analysis of school exclusion, which underlies and causes early school leaving, in 20 schools around Porto, Portugal. It is based on the qualitative and documental study of the personal school files of 25 youth, born between 1996 and 2003, who have left school and are now in a situation of social exclusion. We created a characterization grid for these "at-risk" students, and we have picked the following categories for the analysis of their schooling paths: early detection of misalignment processes between students and school; disruptive behaviour and corrective and punitive actions by schools; individual academic paths; main pedagogical recommendations devised by schools; and the articulation mode for these measures leading up to the exclusion from school. The study allows us to understand how these educational practices, through processes marked by humiliation and disqualification, create unteachable students, as well as make them solely accountable--together with their families--for their own academic failure, thus hiding the role of the schools as promoters of silent exclusion.

This study investigates career trajectory and work locations of doctoral students trained in Macao and analyses how their career paths are shaped by perceived macro-level factors. Respondents from four applied disciplinary areas were selected for semi-structured in-depth interviews. Research results show that doctoral students who graduated from Macao higher education institutions enjoy good career prospects in Mainland China. Their competitiveness in the research-related job market benefits from having a multi-level support system and a training mode that promotes government-university-industry collaboration. Policies and demand from industrial sectors are involved in students' learning experience through channels such as financial support, project collaboration and networks. Doctoral students in Macao are strategic planners and actors in leveraging their human capital. As Macao becomes an emerging destination for cultivating high-level research labour, findings from this study capture a model of human capital formation in China's cross-system context.

Within the scope of this presented study, the authors aimed to investigate the peculiarities of intercultural communication and cultural exchange based on musical knowledge, considering the exploration of the Chinese music education experience in other countries. The scholars find that the strongest relationships of Chinese musical education are with American, European, Korean, and Japanese musical cultures. The research found that intercultural learning motivated students from European universities (202 respondents) and universities of Chinese (200 respondents) to pay special attention to American music (23%), reflecting modern approaches to performance. Western European (21%) music has a strong relationship with Chinese music. The research finds that Chinese music is popular among 20% of students who value national traditions. The research found that the benefits of intercultural learning involve learning mobility (an attitude of students reflected by rating index: 3.01), the development of worldview (an attitude of students reflected by rating index: 2.73), melodic skills development (an attitude of students reflected by rating index: 2.52), and the uniqueness of musical composition performance (an attitude of students reflected by rating index: 2.85). The scholars identified that for 86% of students, intercultural learning had a positive value and promoted musical knowledge development.

Purpose: Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS's decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision. Design/methodology/approach: Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push--pull framework to understand factors influencing the participants' decision. Findings: The findings show that CLS in the study were "pushed" by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam's competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation. Research limitations/implications: The small sample restrict the generalisability of the findings. Practical implications: As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries. Originality/value: This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.

Under the tendency of the marketisation of tertiary education, universities/colleges and governments across the world have increasingly regarded international education as an education services export sector. Vietnam has always been regarded as a country of importing rather than exporting international education. Nevertheless, more and more evidence shows that Vietnamese tertiary education institutions are increasingly successful in recruiting international students. To gain further insight into international students in Vietnam, we conducted a survey with 49 tertiary education institutions in Vietnam. Our findings reveal that while most full-time international students in Vietnam are intra-regional (i.e., coming from Asian countries), short-time international students are both intra-regional and extra-regional. Using a Bayesian analysis as a method, we found that, first, the main concerns of international students in Vietnam do not revolve around academic-related factors; and second, the success of Vietnamese tertiary education institutions in attracting international students was mainly associated with operation-related factors.

Short-term international mobility programs are being increasingly adopted by universities to achieve internationalisation, secure international accreditation and prepare graduates for global careers. A plethora of beneficial outcomes of student participation in short-term mobility education programs [Roy, A., A. Newman, T. Ellenberger, and A. Pyman. 2019. 'Outcomes of International Student Mobility Programs: A Systematic Review and Agenda for Future Research.' "Studies in Higher Education" 44 (9): 1630-1644; Waibel, S., H. Ruger, A. Ette, and L. Sauer. 2017. 'Career Consequences of Transnational Educational Mobility: A Systematic Literature Review.' "Educational Research Review" 20: 81-98] has motivated governments and universities to fund such programs [Pfotenhauer, S. M., J. S. Jacobs, D. J. Newman, and D. T. Roos. 2013. 'Seeding Change Through International University: The MIT-Portugal Program as a Driver of Internationalization, Networking and Innovation.' "Higher Education" 26: 217-242; Quan, R., A. Pearce, and Y. Baranchenko. 2017. 'Educational Mobility in Transition: What Can China and The UK Learn from Each Other?' "Journal of Management Development" 36 (6): 828-843; and Sin, C., O. Tavares, and G. Neave. 2017. 'Student Mobility in Portugal: Grappling with a Adversity.' "Journal of Studies in International Education" 21 (2): 120-135]. Scholarly work on student mobility in education has grown phenomenally in the last two decades. However, the specific study of antecedents of student participation which shape a student's decision to participate in short-term mobility programs has not received adequate attention in literature. The need to study antecedents of student participation in mobility is highly relevant and critical to the creation of student opportunities for participation in such programs. With this aim, our paper undertakes a comprehensive review of scholarly works thus far on antecedents of student participation in short-term mobility programs classifying antecedents into personal and contextual antecedents. We identify areas of study needed to enhance scholarly understanding of antecedents of student participation and propose an agenda for future research complemented with recommendations for studying antecedents to short-term mobility participation.

This original study followed up ten beneficiaries of a UK charity-led programme that supported disadvantaged students in applying to elite US universities. First interviewed in 2015 during their early university days in the United States, in our 2019 follow-up all participants had graduated. Six remained in the United States and four had returned to the United Kingdom, with only one returning to their pre-university community. They reported benefitting immensely from their international opportunities and were nearly all in high-paying graduate jobs or high-profile graduate programmes. Drawing on Bourdieu's concept of the 'cleft habitus', which can result from rapid and substantial shifts in field, we found that this was rare. Rather, the majority had undergone a 'wholesale escape', replacing their originary habitus with one that was consistent with their new field. The significance of the study is that the findings allow us to propose the concept of 'helicopter mobility' to describe individualised approaches to social mobility, whereby those considered to have merit are removed from their communities without questioning or affecting wider structural inequalities.

It is often assumed that the simple presence of international students and ubiquitous use of English as a medium of instruction (EMI) are the main agents of internationalisation of higher education (HE), whereby English equals international education and inbound student mobility equals increased internationalisation. While there are perceived benefits of these two instruments at the institutional and national levels, students' experiences of internationalisation in a Danish context are under-explored. Using a digital ethnographic enquiry, empirical evidence draws on 126 hours of observation of online teaching and 38 semi-structured interviews with domestic and international students of MSc programmes in Denmark. This article contends that the meaning of internationalisation and self-perceived gains are experienced differently between Danish and international students. The disconnect between discourses and actual experiences of internationalisation reported in this paper highlights the need for further student-centred research to inform institutional policies and practices, challenging long-held views of what 'international' means. Internationalisation practices that foster international spaces in which diverse groups of students can engage in meaningful interactions require those working in HE to realign institutional activities with humanistic values for the common good.

Applying qualitative methods, this paper examines the burgeoning of quality assurance databases, processes and networks of actors in the field of higher education in Europe. Our main argument is that there has been a move from the Bologna Process being the near singular focus for European-level coordination and harmonisation of higher education, towards the making of a much more diverse and complex quality assurance and evaluation infrastructure. This infrastructure involves a range of distinct but interdependent actors and processes and contains explicit and implicit interlinkages with the production of wider policy agendas, such as the rise of the European Education Area. The aim of this paper is to analyse the growth and complexity of Quality Assurance (QA) in higher education (HE) in Europe, as a way of understanding the multifaceted and continuously developing process of Europeanisation.

Several authors have underlined that processes of Europeanisation of education emerge despite the European Union's lack of formal power in this area. This article argues on the contrary that its lack of power precisely enables the EU to open up a range of possibilities for its involvement in this sector, among which the ET2020 Working Groups (WG) of the Open Method of Coordination (OMC). Based on observations of WG meetings and interviews with key actors, and using Niklas Luhmann's systems-theory, we aim to show how the distance separating the ET2020 WG from the formal circuits of European decision-making acts as a resource for the development of a European discourse on education. Alongside the ordinary legislative procedure based on voting and implementing collectively binding decisions, the alternative political circuit of the OMC is based on the irritation of a set of education sector stakeholders through the creation and dissemination of reports of 'good practices'. In doing so, the ET2020 Working Groups illustrate how politics transforms itself and redefines its boundaries when it is structured at the European level rather than at the level of the nation-state.

Assessing student achievement over multiple years is complicated by students' memberships in shifting upper-level nesting structures. These structures are manifested in (1) annual matriculation to different classrooms and (2) mobility between schools. Failure to model these shifting upper-level nesting structures may bias the inferences researchers make about predictors of student achievement. The current study is a systematic methodological review of 59 multi-year elementary education studies that examine student achievement growth. The review focuses on studies from the previous decade with the hope of better understanding current practices in modeling student growth in multiyear educational research, the extent to which researchers account for shifting upper-level nesting structures, and the percent of variability attributed to different levels. Findings indicate that approaches to address shifting upper-level nesting structures are not consistently applied. Further, many researchers fail to recognize shifting upper-level nesting structures as a potential threat to the validity of their findings. Finally, evidence is presented that suggests even when schools are included in a model additional variability is attributed to classrooms beyond what is attributed to schools. Accordingly, it may be necessary to include multiple classroom memberships, where such data exist, in models that seek to understand contributors to student achievement.

This paper provides a bottom-up way of approaching China's macro-level initiative in the regions of Asia and examines the language ideologies and linguistic entrepreneurship of international students as an agentive response to China's rise. Using data gathered via semi-structured interviews, we present the narratives of 26 Asian international students enrolled in courses at higher education institutions in Shanghai. The findings reveal that China's growing presence in the region has increased the instrumental value of Chinese, as a majority of students acknowledged China's rapid development as well as the dominant positioning of Chinese in the current regional language system. Chinese was ideated as linguistic capital in the local labour market, where the learners were empowered to express their desire for material success and upward mobility. The findings also reveal linguistic entrepreneurship associated with Chinese language learning, and such agentive behaviour was previously observed in the domain of English language learning, especially in South Korea. We argue that the process of commodifying the Chinese language appeared to legitimise the value of Chinese in the regions of Asia, while providing an entry point to problematise our current understanding of English hegemony and linguistic imperialism in the changing global landscape.

This article contributes to debates about international student mobility and the globalisation of higher education by attending to the caring practices of Indian international students at Australian universities. Drawing on qualitative material produced with postgraduate students, it examines the practical, economic, emotional and social ways they support each other throughout their educational sojourns. The main argument is that Indian international students develop critical modes of supporting each other that make international study possible. These caring practices highlight the need to move beyond approaches that cast international students as neoliberal subjects or as a vulnerable group in need of intervention. They also unsettle the tendency to cast the higher educational landscape as strictly neoliberal. They highlight instead the importance of notions such as mutuality and reciprocity among the international student cohort, at the same time as they suggest the production of logics in higher education that cannot strictly be defined as neoliberal.

Immigrants are more likely to arrive in the United States with lower levels of education, resulting in lower-status jobs, leading to lower incomes and less accumulation of wealth. However, a segment of the immigrant population enters the United States with the expectation of contributing immediately and directly to the country's economic advancement: the highly skilled immigrant. Unfortunately, many cannot gain recognition for their foreign academic or occupational credentials while in the United States. For many, career and technical education, or vocational programs, have been helpful. Utilizing the acculturation framework, this study explores the experiences of ten highly skilled immigrants with credentials from their home countries who could not gain recognition for their credentials in the United States. This study further examines the motivations that led them to enroll in career and technical education programs in the United States. The findings from this study presented the themes of (1) Inability to continue in the previous career, (2) High cost of graduate degrees in the United States, (3) Difficulties in transferring foreign credentials, (4) Immediate employment opportunities after career and technical education program completion and (5) Age/Adult learner.

We examine the impact of credit mobility exchange programs' timing on students' academic performance, focusing on the moment in which students travel and the length of the period spent abroad. To provide causal evidence, we exploit unique data from more than 10,000 students from a well-known and internationalized Brazilian university from 2010 to 2020. By combing Propensity Score Matching with Difference in Differences techniques, we find that international mobility impacts groups of students differently. Students who travel closer to the end of their undergraduate courses benefit the most from the mobility experience, while negative effects are found for those who travel at the beginning of their university program. Results also show that, while student mobility impacts positively and significantly students who participate in programs lasting from one semester to 1 year, negative effects are associated with shorter periods abroad. Our findings also reveal heterogeneity across destination countries. Mobility has a positive impact on students' grades for those students traveling to English-speaking countries. Our analysis presents empirical evidence that can be used to design international student mobility programs, providing insights to policymakers engaged in maximizing their effects.

Many countries provide multiple school settings for students with special educational needs (SEN), such as inclusive schooling in mainstream school, special classes, and special schools. However, even though school transfers are especially challenging for students with SEN, research on transfers between different school settings (i.e. placements) for students with SEN is scarce. The current study used administrative census data about students in Switzerland to investigate the frequency, direction, and timing of transfers between school settings attended by students with SEN. Results showed a relatively high percentage of transfers between school settings relative to the estimated number of students with SEN. The direction and timing of transfers varied by setting type. For special classes serving students with moderate SEN and special schools, transfers into these settings greatly outnumbered transfers out of the settings. Transfer peaks were observed at normative transition points (e.g. from kindergarten to primary school).

This paper applies Appadurai's notion of scapes in globalisation to study international student mobility. Thirty mainland Chinese students were interviewed; the majority of whom studied at prestigious institutions in the West before enrolling in their current PhD programmes at a research-intensive university in Hong Kong (HK) in the immediate aftermath of HK's large-scale social protests and amidst the COVID-19 pandemic. We seek to understand why these students relocated to HK to further their studies given these turbulent circumstances and how their mainlander identity and sojourns in the West influence their perceptions of HK's social movements from the perspectives of ethnoscape and ideoscape, respectively. Our findings reveal that HK represented the 'best' compromise for our participants, mitigating their nostalgia for home (i.e. mainland China) whilst offering a superior education to the Chinese mainland. Most participants perceived HK as a nationalistic ideoscape, wherein HK people's pursuit of autonomy is subordinated to the putative Chinese national interests. Moreover, ethnoscape and ideoscape dynamics were found to crisscross other scapes. Generous scholarships (i.e. financescape) provided additional incentives driving student relocations. The persistent consumption of Chinese social media (techno-mediascape) was found to have resulted in worldview conformity between our participants and the Chinese state.

This paper interrogates international and domestic peer relations in two Australian schools and how they are shaped by structural, cultural and discursive dimensions of schooling. In particular, it analyses intercultural relations between domestic and international students in the context of policies promoting "internationalisation-at-home". We argue that how international students are positioned within specific school contexts impacts their sense of inclusion in everyday social and pedagogical relations and informs their relationships with domestic students, whether viewed as a stranger or potentially as a friend raising questions as to who is responsible for intercultural relations.

Academic freedom and global student mobility are both topics high on the scientific and political agenda. However, the relationship between transnational student mobility and academic freedom in national higher education systems has not yet been investigated cross-nationally. This study intends to answer the question on how a countries' level of academic freedom impacts on its' attractiveness as a study destination. We analyse this connection from a network analytic perspective. While our data covers 167 countries as receivers and senders, our network analysis takes the attributes of countries and their relationship to each other into account in order to estimate the net effect of academic freedom ties in the network of global student mobility. We expect global student mobility to be directed from countries with low levels of academic freedom to countries with high levels of academic freedom. At the same time, academic freedom might be an attractive characteristic of a country to retain students in its domestic higher education system.

This study explores multilingual international students' narratives of mobility and socialisation through online discursive spaces of interview conversations. Drawing upon an ecological approach to transnational narratives, the researcher analyzed international students' multiscalar interactions and transformations in sociospatial practices. The analyses provide ethnographic accounts of the participants' translingual discourses, transcultural trajectories, and translocal community lives that involve transnational connections across temporal and spatial borders. The findings also suggest that interview conversations with peers promote international students' dynamic narrations of their life experiences of multilingual mobility in continuously evolving ecological communities.

Purpose: Due to high demand for international talents and skilful workforces, many countries around the world, especially the ageing populations are now looking for new ways and strategies to attract more international talent. Drawing on push-pull factor theory, integrated with theory of reasoned action (TRA), this research examines international students' intention to stay or to leave the host country after completion of the students' studies. Design/methodology/approach: A conceptual model has been proposed and evaluated aimed at understanding the factors that influence the decision-making of international students studying in Finland. Data were collected from a sample of 292 international students in Finland and structural equation modelling (SEM) was used to analyse the data and examine the relationships between various constructs in the model. Findings: The SEM results show that several factors influence students' decision to stay or leave the host country after graduation. Aspects related to host country, institutional and economic factors and social influence (norms) directly impact students' attitude towards staying. In addition, attitude towards staying not only has a direct impact on the intention to stay, but also mediates the relationship between different pulling factors and students' intention to stay in the host country. Moreover, challenges and barriers (such as local language, challenge of finding employment and challenge of assimilating into the community or making friends) have a negative impact on the decision to stay in the host country. Originality/value: This study uses push-pull theory in the Finnish context, contributing to the growing body of literature on international education policies and practices. The findings highlight the need for a more holistic approach to supporting international students, one that considers the students' unique needs and experiences in the host country and provides the students with the necessary resources and support to succeed.

Social-emotional competencies (SECs) stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigated whether and how one source of stress more common in these communities--school mobility--impacted SEL for predominantly African American students living in a low-income, urban district. Using a series of multi-level growth models, we found that school mobility was only detrimental (on average) under certain circumstances--for example, when students moved to schools with worse relative levels of school safety. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.

This study compared the geographic mobility of community college students with that of students at other institutions of higher education. Using a sample of 7192 students at 39 institutions across the United States (13 community colleges, 14 public 4-year institutions, 12 private 4-year institutions), it employed the method of operationalizing geographic distance as the number of intervening opportunities between home and school. From normative life course theory, two main hypotheses were derived. Corroborating the first hypothesis, the catchment areas of the community colleges were found to be local and determined by proximity. Contrary to the second hypothesis, there was no interaction effect of gender and college type. Rather, women, on average, exhibited a lower degree of geographic mobility than did their male counterparts across all college types. Although there are certainly structural challenges inherent in the non-hegemonic life course strategy presented by community colleges, community colleges were found to fulfill their mission in terms of delivering an alternative to the hegemonic spatial element of expected geographic mobility in higher education.

International student exchange is integral to internationalization at higher education institutions and global human resource development in Japan. However, border closures and restrictions on physical mobility since 2020 due to the COVID-19 pandemic forced universities to adopt virtual mobility models to deliver international exchange programs. This study explores students' experiences of taking virtual exchange programs and their pedagogical implications for future virtual exchange programs. In this paper, we present one case of virtual student mobility implemented at one national university in Japan. Analysis of multiple data sets, including student surveys (n=789), reflection papers (n=420), and interviews with a program administrator and a faculty member, revealed that this type of virtual student mobility program has strong merits in promoting internationalization activities. Students were satisfied with the diverse interdisciplinary academic content, flexibility in taking the course, and opportunity to engage with the host university faculty members and international students. Many have expressed their interest in studying at the host university in person.

In many ways, Arizona is on the forefront of school choice: in addition to a state-wide open enrollment law, it was one of the first states to adopt charter school legislation in 1994 and currently has the second-highest percentage of public school students attending charter schools in the nation. Despite the extensive research on school choice, less is known about whether choice systems meaningfully impart more opportunities for students classified as English learners, a diverse group that has been the subject of multiple discriminatory policies and has one of the lowest graduation rates in the state. The current paper uses geospatial analysis to examine English learner participation in school choice in one Arizona metropolitan area. The results indicate that charter schools consistently under-enroll EL students regardless of demographic variability across geographic locations. Charter school locational patterns may be one contributing factor to EL enrollment disparities, though they are not likely to be the only reason. Employing a conceptual framework of motility or "mobility capital" (Kaufman et al., 2004) and a critical stance on the spatial dimensions of neoliberal reforms, findings suggest that unregulated school choice may not reliably provide improved schooling options for students classified as English learners.