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dc.contributor.authorFindlay, Allan
dc.contributor.authorPrazeres, Laura
dc.contributor.authorMcCollum, David
dc.contributor.authorPackwood, Helen
dc.date.accessioned2017-12-08T00:31:59Z
dc.date.available2017-12-08T00:31:59Z
dc.date.issued2017-06
dc.identifier.citationFindlay , A , Prazeres , L , McCollum , D & Packwood , H 2017 , ' ‘It was always the plan’ : international study as ‘learning to migrate’ ' , Area , vol. 49 , no. 2 , pp. 192-199 . https://doi.org/10.1111/area.12315en
dc.identifier.issn0004-0894
dc.identifier.otherPURE: 247458800
dc.identifier.otherPURE UUID: b51720a8-a8a7-49e6-a9d0-2f760fdf7cd5
dc.identifier.otherScopus: 85008258111
dc.identifier.otherORCID: /0000-0001-8716-6852/work/60196121
dc.identifier.otherWOS: 000400855100008
dc.identifier.urihttp://hdl.handle.net/10023/12291
dc.description.abstractInternational student mobility has mainly been theorised in terms of cultural capital accumulation and its prospective benefits on returning home following graduation. Yet, despite a growing body of work in this area, most research on post-study mobility fails to recognise that the social forces that generate international student mobility also contribute to lifetime mobility plans. Moreover, these forces produce at least four types of post-study destination, of which returning ‘home’ is only one option. Our findings challenge the idea that a circular trajectory is necessarily the ‘desired’ norm. In line with wider migration theory, we suggest that return may even be seen as failure. Instead we advance the idea that cultural and social capital acquired through international studies is cultivated for onward mobility and may be specifically channelled towards goals such as an international career. We contribute a geographically nuanced conceptual frame for understanding the relation between international student mobility and lifetime mobility aspirations. By building on studies that highlight the role of family and social networks in international student mobility, we illustrate how influential familial and social institutions – both in the place of origin and newly encountered abroad – underpin and complicate students’ motivations, mobility aspirations and life planning pre- and post-study. We argue for a fluidity of life plans and conclude by discussing how geographies of origin matter within students’ lifetime mobility plans.
dc.language.isoeng
dc.relation.ispartofAreaen
dc.rights© 2016 Royal Geographical Society (with the Institute of British Geographers). This work has been made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at: https://doi.org/10.1111/area.12315en
dc.subjectPre- and post-study mobilityen
dc.subjectLifetime plansen
dc.subjectNegotiating transitionen
dc.subjectInternational studentsen
dc.subjectGlobal mobilityen
dc.subjectMilieu of place of studyen
dc.subjectH Social Sciencesen
dc.subjectG Geography (General)en
dc.subjectNDASen
dc.subject.lccHen
dc.subject.lccG1en
dc.title‘It was always the plan’ : international study as ‘learning to migrate’en
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.Geography & Sustainable Developmenten
dc.identifier.doihttps://doi.org/10.1111/area.12315
dc.description.statusPeer revieweden
dc.date.embargoedUntil2017-12-07


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