Why do some students carry out international mobility and others do not?

Abstract

Identifying the personal and institutional factors contributing to international student mobility is an important step toward encouraging it. Based on the statistical treatment of a survey carried out among students at the University Center for Social Sciences and Humanities of the University of Guadalajara, Mexico, this work contributes to previous studies on barriers, motivations, and factors associated with student mobility, such as personal and academic background, as well as institutional elements like those related to the administration of mobility programs. Among the factors studied in the light of Bourdieu’s thinking tools of habitus and capital are language proficiency, family income, interest in mobility, knowledge of options, parental educational level, and previous international travels. Results indicate that knowledge of mobility options, recommendation of professors to undergo mobility and having an interest in studying abroad are the factors that most influence international credit student mobility, followed by academic performance, low perception of the barriers that can impede mobility, and family income. The paper ends by presenting a simulation of the impact on the chances of a student making an international stay during their university studies when three strategies are implemented in higher education institutions: a campaign to disseminate mobility opportunities, close work with professors to promote and encourage participation, and the existence of economic support to carry out the stays.

Keywords
student mobility; exchange programs; educational management; higher education