Adopting an interdisciplinary approach, this book empirically investigates the (im)mobility decisions, social network formation, sense of European identity and migratory aspirations of higher education students. It draws on a large-scale survey, in-depth interviews and focus groups, conducted in Austria, Belgium, Italy, Norway, Poland and the UK.

This book develops a comprehensive understanding of the motivations and experiences of students who choose to study abroad for the whole or part of a degree. It includes case studies of students from East Asia, Europe and the UK, and considers the implications of their movement for contemporary higher education.

This book examines student mobility within Africa. International student mobility is among the central activities of higher education internationalization. As the number of international students increase, so do the destinations, in both number and geographic diversity. Historically, international student mobility has followed South-North and North-North patterns. However, recent literature show the growth in North-South and South-South patterns of student mobility. There has also been a rise in regional mobility. In what is referred to in the book as intra-Africa mobility, the books explores and analyzes the patterns of intra-Africa mobility based on seven African countries: South Africa, Kenya,Uganda, Nigeria, Ghana, Senegal and Egypt. The editors and contributors addressthree central research questions: Why did the students choose the country they are studying in? Why did they choose the institution they are studying in? What are their academic and social experiences in these countries and their respective institutions? This book is the first comprehensive exploration of intra-Africa student mobility in a field that traditionally centers on the Global North.

Traditionally viewed as a positive phenomenon, student mobility has recently come under critical scrutiny as a result of the financial crisis pushing European solidarity to its breaking point, and the fear of excessive EU incursion into the autonomy of Member States with respect to their higher education systems. In Balancing Student Mobility Rights and National Higher Education Autonomy in the European Union, Alexander Hoogenboom contributes to the ongoing and evolving debate from a legal perspective. The book offers recommendations with a view to reconcile the mobility rights of Union citizens for study purposes and the need to respect Member State autonomy in the organisation of their higher education systems. The argument made suggests rethinking established principles in EU free movement law while encouraging greater EU involvement in student funding opportunities.