Impact of international student mobility on international profile of jobs

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Pub Date : 2024-08-30 DOI:10.1007/s10734-024-01267-1
Tora Kjærnes Knutsen, Vegard Sjurseike Wiborg, Jannecke Wiers-Jenssen
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Abstract

While the impact of international student mobility (ISM) on vertical labour market outcomes, such as wages and employment, has been widely studied, less is known about the impact of ISM on horizontal outcomes, such as job characteristics. We contribute to filling this gap by studying whether ISM experience is associated with having a job with an international profile, in terms of job content in the domestic labour market or working abroad. We analyse a large-scale Norwegian survey, enabling us to compare mobile to non-mobile master’s graduates 3 years after graduation while controlling for a rich set of demographic and educational characteristics. We find that graduates who pursued their entire degree abroad and graduates who undertook a part of their degree abroad are respectively 19–22 and 3–5 percentage points more likely to work abroad than their non-mobile peers. Moreover, both groups of mobile students have jobs with more internationally oriented features in the domestic labour market. In contrast to expectation, however, there were no significant differences between graduates with a full degree abroad and graduates with a shorter stay abroad regarding the latter aspect.

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国际学生流动对国际工作概况的影响
尽管国际学生流动(ISM)对工资和就业等纵向劳动力市场结果的影响已被广泛研究,但国际学生流动对工作特征等横向结果的影响却鲜为人知。为了填补这一空白,我们从国内劳动力市场的工作内容或在国外工作的角度,研究了国际学生流动经历是否与拥有一份具有国际化特征的工作有关。我们对挪威的一项大规模调查进行了分析,从而对毕业三年后的流动硕士毕业生和非流动硕士毕业生进行了比较,同时控制了一系列丰富的人口和教育特征。我们发现,在国外攻读全部学位的毕业生和在国外攻读部分学位的毕业生在国外工作的可能性分别比非流动学生高出19-22个百分点和3-5个百分点。此外,这两类流动学生在国内劳动力市场上从事的工作都更具国际导向性。然而,与预期不同的是,在国外完成全部学位的毕业生和在国外停留时间较短的毕业生在后一个方面没有明显差异。
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来源期刊
Higher Education
Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.70
自引率
12.00%
发文量
160
期刊介绍: Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts. Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.
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