Evaluating Universal Student Mobility: Contrasting Policy Discourse and Student Narratives in Luxembourg

Autor/inn/en	Kmiotek-Meier, Emilia; Powell, Justin J. W.
Titel	Evaluating Universal Student Mobility: Contrasting Policy Discourse and Student Narratives in Luxembourg
Quelle	In: International Studies in Sociology of Education, 32 (2023) 2, S.466-486 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kmiotek-Meier, Emilia) ORCID (Powell, Justin J. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.2007416
Schlagwörter	Foreign Countries; Student Mobility; Educational Policy; Student Attitudes; College Students; Study Abroad; Foreign Students; Luxembourg + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Politics of education; Bildungspolitik; Schülerverhalten; Collegestudent; Studies abroad; Auslandsstudium
Abstract	For decades, Luxembourg did without a national university. Before and after the University of Luxembourg's founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM: to bolster elite European networks and internationalization. Focusing on ISM from Luxembourg, based on analysis of policy documents regarding the UL's foundation and state allowances for students, we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identifications of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the "quality" of a stay abroad is far more important: a perspective lacking in the state's "quantity"-driven agenda. In the country with the highest ISM rates globally, constraints continue to hinder equity in ISM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01