International Student Mobility and Sustainable Development

• In Event: International Mobility and Societal Transformation: Insights from a Global Study

Proposal

International scholarships are viewed as a form of international aid that enables students to study abroad and bring valuable skills and connections back to their home countries. This perspective aligns with the Sustainable Development Goals, which recognise such scholarships as useful tools for sustainable development in low- and middle-income countries. While some qualitative studies have assessed the impact of scholarships by examining alumni activities and self-evaluations, there has been limited exploration of the macro-level correlation between scholarship recipients and development outcomes at home (Abimbola et al., 2016; Campbell, 2017, 2020; Campbell et al., 2021; Campbell & Mawer, 2019; Dassin et al., 2018; Jonbekova, 2023). A recent systematic review by Wang et al. (2024) notes the emerging nature and methodological limitations of existing research, highlighting the need for more comprehensive studies on the societal impacts of international student returnees. To address this gap, this study examines whether the expansion of scholarship alumni is linked to sustainable development in their home low- and middle-income countries.

Our analysis is framed through Critical Realism, Transformative Learning Theory, and transnationalism. Critical Realism focuses on the relationship between structure and agency, illustrating how international educational experiences may equip alumni to become agents for change in their home countries. Transformative Learning Theory emphasises how exposure to diverse cultural and intellectual environments can lead to critical reflection and a shift in thinking, developing autonomy and empowering people to challenge existing assumptions and potentially apply new approaches to local issues. Transnationalism explores how cross-border networks and exchanges help spread skills, knowledge, and social capital, which alumni can use to drive sustainable development in their home countries.

We analyse quantitative cross-national time-series data based on a unique historical database of alumni of the international higher education scholarship sponsored by the Bureau of Educational and Cultural Affairs (ECA) in the United States, covering 1970 to 2020. Using panel data analysis, we examine the correlation between trends in ECA scholarship alumni and development outcomes in 108 low- and middle-income countries. Sustainable development is measured across five areas: economic development (GDP per capita), gender equality (female gross enrolment ratio in tertiary education), justice and freedoms (liberal democracy index), health (life expectancy), and education (primary and secondary enrolment ratios). The key independent variable is the cumulative stock of ECA scholarship alumni, such as those from the Fulbright and Global Undergraduate Exchange Programs, standardised by the country’s population. Additional control variables account for alternative explanations of these developments. This quantitative analysis is complemented by insights from 700 semi-structured interviews across 70 countries, providing narratives from changemakers that highlight the link between international higher education experiences and efforts toward societal development.

Our preliminary findings suggest that the expansion of ECA scholarship alumni is positively correlated with improvements in gender equality, justice and freedom, health, and education. In conclusion, our research offers a nuanced perspective on the role of international scholarships in fostering sustainable development in low- and middle-income countries.

Authors

• Joonghyun Kwak, University of Oxford

• Maia Chankseliani, University of Oxford