Open Call for Papers

Open Call “Migration and International Students”

Journal Description & Scope
Designed for internationalisation professionals, policymakers, and higher education leaders, Internationalisation of Higher Education – Policy and Practice examines internationalisation policies, processes, and activities, addressing key issues in the internationalisation of higher education and placing them in the context of global developments. The peer-reviewed journal focuses on how international, regional, national, and institutional policy changes, trends, and initiatives impact practice.
Emphasis on Practice
Oriented towards practitioners, the journal aims to fill the space between practice and research in the fields of internationalisation and HE. There is a special focus on the synthesis of academic research results for a practitioner-based audience. In addition, practitioners frequently make contributions to the journal as a means of sharing their experiences in the field and contributing to the development of best practices and the flow of information.
Invitation to New Authors
If you are a practitioner or researcher in the field of Higher Education, a new or previously published author, we encourage you to submit a manuscript to our journal. We accept new contributions on a variety of topics throughout the year. We also encourage contributions on specific topics. Please see below to find an open call for manuscripts on the topic of “migration and international students.”
For more information on submission guidelines, please click here.



Policymakers' views on the migration of international higher education students are complex, shaped by a mix of economic, social, and educational factors. Many countries now prioritize the internationalisation of higher education, recognizing international students as key contributors to both national economies and innovation. For example, Canada has adopted flexible immigration policies to attract international students, understanding their role in addressing labour shortages and boosting the economy (Gopal, 2014). This reflects a broader global trend where countries compete to attract the “best and brightest,” often adjusting immigration rules to make it easier for international students to transition to permanent residency (Chiou, 2017).

Additionally, the experiences of international students are increasingly seen as diverse and multifaceted. O'Connor (2017) highlights the diversity within the international student population, arguing that policies often oversimplify their experiences by labelling them as temporary migrants. This nuanced view is vital for policymakers, as it reveals the barriers many international students face—such as discrimination and exclusion—that can impact their experiences and outcomes in the host country (ibid). Butrym (2020) also emphasizes the various factors that drive student migration, including the search for better job opportunities and social capital (Butrym, 2020).

Educational institutions also play a critical role as intermediaries in the migration process. Universities often operate at the intersection of education and immigration policies and can either facilitate or hinder the integration of international students (Luk, 2023). This role becomes especially important in environments with restrictive immigration policies, where universities are responsible for managing international students' experiences while also benefiting economically from their presence.

The global impact of events like the COVID-19 pandemic has further prompted policymakers to reevaluate the systems supporting international student migration. Raghuram and Sondhi (2021) discuss how the pandemic exposed weaknesses in the existing infrastructure, underscoring the need for more resilient and inclusive policies. This calls for a comprehensive policy approach that addresses not only the immediate economic advantages of attracting international students but also their long-term integration and well-being.

In summary, policymakers view the migration of international higher education students through a lens that encompasses economic benefits, the complexities of student experiences, the role of educational institutions, and the need for responsive policies that adapt to changing global circumstances. This multifaceted approach is essential for creating an environment that supports both the aspirations of international students and the strategic goals of host countries.

Contributions to this special issue could address but are not limited to the following questions and related issues:

Economic and Policy Considerations

How do immigration policies aimed at attracting international students address national labour shortages and contribute to the economy? What are the opportunities and challenges linked to these policies? How are international education practitioners implicated in these policies?

In what ways do countries compete to attract the "best and brightest" international students, and how do these strategies influence national economic priorities?

How can international student migration policies be made more inclusive, ensuring that they address the full range of student needs, from academic support to social integration and mental health care?

Social and Educational Considerations

What are the main challenges faced by international students in terms of integration, and how can policymakers address issues of their potential marginalisation in higher education?

In what ways can policies be designed to ensure that international students have a fulfilling educational and social experience in the host countries and societies?

What are the long-term challenges in the integration of international students into host societies, and how can policies be adapted to support their social and economic contributions post-graduation?

How do immigration pathways that allow international students to transition to permanent residency impact their experiences in host countries and their sense of belonging?

Role of Educational Institutions

How do universities (and their international offices) act as brokers between students and migration policies, and what challenges do they face in balancing economic goals with students' well-being?

How can higher education institutions support the integration of international students while managing the economic incentives tied to their enrolment?

What is the role of universities in advocating for policies that improve the social and educational experiences of international students?

 

Please find a list of relevant readings and studies below. Authors may draw on this list as a starting point for their own research or develop their own individual approaches.

Butrym, M. (2020). The internationalisation of higher education: losses and benefits. Acta Universitatis Lodziensis Folia Sociologica, (74), 39-54. https://doi.org/10.18778/0208-600x.74.03

Chiou, B. (2017). Two-step migration: a comparison of Australia's and New Zealand's policy development between 1998 and 2010. Asian and Pacific Migration Journal, 26(1), 84-107. https://doi.org/10.1177/0117196817695272

Gopal, A. (2014). Canada’s immigration policies to attract international students. International Higher Education, (75), 19-21. https://doi.org/10.6017/ihe.2014.75.5435

Luk, S. (2023). Education‐migration brokers, international student mobilities and digital transformations in pre‐ and post‐pandemic times. Geography Compass, 18(1). https://doi.org/10.1111/gec3.12730

O’Connor, S. (2017). Problematising strategic internationalisation: tensions and conflicts between international student recruitment and integration policy in ireland. Globalisation Societies and Education, 16(3), 339-352. https://doi.org/10.1080/14767724.2017.1413979

Raghuram, P. and Sondhi, G. (2021). The entangled infrastructures of international student migration: lessons from covid-19., 167-184. https://doi.org/10.1007/978-3-030-81210-2_9