A range of different factors drive student decision-making with respect to studying abroad, they are called push and pull factors. They influence in the (non)-mobility experience of students. This paper focuses on the international student experience, predominantly focusing on: credit-degree mobility and bachelor – master students. The aim of this paper is to identify enablers and obstacles within the process of going abroad according to service provision along the international student lifecycle. By applying an innovative method – Latent Dirichlet Allocation (LDA) – to employ new techniques when looking for hidden structures in large numbers of texts (73,715 reviews from international students), we conclude that they exist significant differences between degree and credit mobility students, and not when comparing bachelor and master students. As a result, both groups of students place importance on three main aspects during their international experience: offerings of the city, social life and academics.

Today’s lifespan of companies tends to be low in the so-called micro-, small-, and medium-sized enterprises (MSMEs). Organizational life cycle (OLC) theory indicates that organizational aging is related, but not determined, by the firm chronological age or its size. Therefore, a firm’s aging should be analyzed by other factors such as flexibility. The literature considers flexibility as an essential capability, a source of competitive advantage, and an enabler of long-term growth for MSMEs. However, little attention in emerging economies has been paid to examine the nuances of this concept in relation to the OLC in this type of companies. Additionally, studies tend to analyze flexibility as a general term, ignoring that it is a polymorphic concept. That is why there is a need to research the different categories of flexibility. Drawing on a quantitative approach conducting a factor analysis, a two-step cluster, and decision tree analysis to interrogate data from 257 MSMEs in Mexico, this study provides evidence of different dimensions of strategic and structural flexibility that help to characterize and predict the growth, maturity, and declining stages of MSMEs. Our results show that mature firms present more strategic and structural flexible characteristics than those involved in growth or decline stages. The flexible factors that help classify and predict an MSME in the maturity stage include open communication, decentralized decision making, and formalization. We provide a model with these results to illuminate unaddressed issues regarding the broad term of flexibility and its relationship to OLC.

In this article, we analyze international students’ perceptions of their needs when going abroad. The trend toward internationalization and the increase in mobility drives the agenda for globalization in many higher education institutions, and in some cases without any clear strategy for identifying the possible needs of international students. Are universities aware of the international students’ perceptions and needs? The purpose of this article is to reflect on the different needs that international students have when visiting new countries, and what particular services they require. Little research exists on this aspect of student mobility. We offer a new approach to it by using Latent Dirichlet Allocation (LDA), a probabilistic topic model that has been used to analyze 59,662 student opinions and to group them into categories. To ensure a holistic approach and reliable visualization of the data, we also use a network analysis tool that allows us to collect together students’ perceptions and needs in a distilled format.

For a long time, internationalisation strategies of higher education institutions across the world focused on international student mobility. However, international student mobility is a socially selective process, whereby students from lower socio-economic backgrounds are less likely to participate. Consequently, in recent years ‘internationalisation for all’, ‘inclusive internationalisation’ and ‘internationalisation at home’ have become prominent terms in internationalisation strategies, aiming to provide internationalisation activities to all students, including those who remain at home. To our surprise, however, existing scholarship today did not investigate whether offering a broader array of internationalisation activities also reaches the objectives of such new internationalisation strategies, namely to reach a broader group of students, including those from traditionally disadvantaged backgrounds. To this end, in this paper, we investigate the likelihood of different (social) groups to participate in different internationalisation activities, both at home and abroad, through an online survey conducted in 2019 at three institutions in Belgium and the Netherlands (n = 2567). Our findings clearly indicate that the social composition of student populations needs to be taken into account when designing internationalisation strategies. Our results indicate that simply broadening the type of activities is not sufficient, as students from lower socio-economic backgrounds showed to be less likely to participate in any internationalisation activity. Overall, the findings suggest that inclusive internationalisation might best be reached through integrating internationalisation into the formal curriculum, in order to circumvent the barriers that might exist to participate in activities outside of the formal study schedule.

International mobility programmes embed higher education (HE) students in a learning process in which they gain key knowledge, skills, and attitudes (KSAs), some of them crucial in pursuing the Sustainable Development Goals (SDGs). We propose an innovative theoretical framework that links such KSAs to the UNESCO’s Key Competences for Sustainability and specific SDGs. Moreover, we analysed which KSAs are addressed by institutional initiatives to support mobility students, exposing their contribution to the SDGs. Finally, we revised mobile students’ needs of institutional support on KSA’s acquisition through focus groups. Results show that the KSAs most addressed by the institutional initiatives are related to several SDGs, but mainly to SDG4 (Quality Education) and SDG8 (Decent Work and Economic Growth). Notwithstanding, additional institutional support may be needed for students to leverage their learning outcomes and transform international mobility into a key driver of the necessary social change towards the achievement of SDGs.

This study investigates the factors that influence how long it takes for master’s-level graduate students to find employment. The original contribution stems from questioning whether the structure and content of university programmes play a role in graduates’ ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates’ employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master’s degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates’ employability and faster labour market insertion.