The future of student mobility
is an "ethical question," CGHE says
A lack of ethics in institutions can cause serious damage to the industry,
according to a lecturer from the University of Manchester at a workshop from the Centre for Global
Higher Education.
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LinkedInShare to email Kim Martin
Kim graduating with a degree in French, Journalism and Creative Writing from
the University of Strathclyde in Glasgow. She spent the year abroad in Paris,
France as part of the Erasmus Exchange Programme, where she worked as an
English Language Assistant for the British Council and has since championed
student mobility and cultural exchange. Kim tries to visit France as much as
possible to practice her French and she loves everything related to French
culture, especially literature and music.
Delegates were urged not to see international students as "replaceable
drops of water in a overflowing river."
The CGHE has assembled a respected council for its annual conference to
discuss the future of international student mobility, where Jenna Mittelmeier
gives a stark warning.
Although the field is "relatively forgiving" and "easily
adaptable" as policies and practices have changed in the past, Mittelmeier
said: "Unless universities take seriously issues such as inclusion,
decolonization and anti-racism in teaching and support structures, "I feel that for many groups of
international students, interest in international studies will run out."
For Mittelmeier, the future of international student mobility is "an
ethical question" and she stressed the importance of the duty of care that
institutions offer, urging them not to view international students as "a
drop in the bucket," and instead viewing progressive work with
international students as an ethical and ethical project that is not being seen
by organizations. They should play a positive role.
The faculty discussed how the pandemic brought to light important issues
around racism, discrimination and micro-aggression, especially for but not
limited to chinese students or students who are supposed to be Chinese.
During the initial blockade, Mittelmeier conducted a study of international
student representation on Twitter that she described as "actually the most
emotionally exhausting study" she had ever done; she said she was
"overwhelmed with the volume of racism and stereotyping that exists
online."
Ka Ho Mok, vice president and professor of comparative policy at Lingnan
University, discussed a survey conducted by the Lingnan research group in June
2021 to assess the motivation for study abroad destinations before, during and
after the Covid-19 pandemic.
"Unless the university takes seriously the issues such as... For many
groups of international students, interest in international research will be
exhausted."
The survey collected 2036 answers from 799 universities and colleges and
found that a university that provides good social security and where personal
safety can be guaranteed, is among the top five reasons to choose a study
abroad destination during the pandemic.
50% of students agree that this factor is important to them while this
reason does not appear in the list of the top five before the pandemic.
Ka Ho believes that one of the biggest things from the survey is the
importance of institutional support for international students.
"I think that many Chinese and Asian students over the past two years,
with the outbreak of Covid-19, have seen international media coverage of Asian
students being discriminated against because of different perceptions and
different practices on sanitation and public health, and that's why during Covid-19, they consider
security, social security, and personal safety to be very important during
their study abroad," ka ho said.
Rachel Brooks, professor of sociology at the University of Surrey, has
suggested that for the future of international student mobility, there must be
an emphasis on the quality of experiences beyond accessibility in the face of
the challenge of diversification.
Brooks believes that although, in many ways, organizations have made
progress to become inclusive, other forms of differentiation that have emerged
must be evaluated.
During the webinar, Aline Courtois, senior lecturer, department of education, University of
Bath, discussed the "academy reduction" of students' mobile programs.
Based on a study conducted in Ireland, she considers the Erasmus year
abroad programme has become shorter, not embedded from academic and stratified
programmes when proposed to expand and diversify in an unequal system. This
includes modules created entirely for international students, those that are
loose or unsuitable for their degree, and exclude international students from
certain classes – a place where social inclusion often takes place.
"Many of my participants reported that they were not treated like
other students. They are not integrated in the same way, they are not expected
to perform and in some cases, sadly, they are prohibited from accessing modules
dedicated to local students although they may have chosen the destination based
on the modules offered there.
Mitellmeier went on to condemn the unfair assumptions that international
students suffer from intellectual deficiencies and argue that they lower
academic standards.
"There are really big questions about the extent to which our pedagogical methods include interculturalism," Mitellmeier said.
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