Understanding and Addressing the Mobility Gap in Higher Education - Desk Research Report

In order to understand the reasons behind the gap between students with realistic mobility opportunities and those without, and identify the factors that impede and facilitate participation in international student mobility, the Erasmus GAP project consortium carried out a systematic literature review at three levels.

At the macro level, factors such as national and global trends can act as significant drivers for international student mobility. The increasing global interconnectedness and internationalisation of higher education are the driving forces behind the growth of ISM. As economies and labour markets become increasingly globalised, higher education institutions and governments are promoting international student mobility (ISM) to develop graduates equipped with the skills and knowledge to thrive in an increasingly interconnected world. Periodic global crises, such as economic downturns or the global pandemic, have a significant impact on the trends observed in international student mobility. While some countries actively promote outbound mobility through strategic internationalisation, global crises have led to the adoption of virtual exchange as an alternative, reshaping how students gain international experience.

Many studies included in the systematic literature review confirm that the role of higher education institutions in students’ participation in mobility programmes is less understood. Academic factors can play a driver for ISM. The institutional networks stimulate the expansion of international collaboration and provide students with mobility options that align with their academic and personal objectives. However, students' destination choices are not solely determined by their preferences; they are also constrained by the limitations imposed by institutional agreements. Furthermore, the academic culture of universities, particularly when it encourages international exchange at an early stage of a student's studies and is supported by robust institutional systems, plays a pivotal role in promoting mobility. Furthermore, differences in teaching and evaluation methods between countries can present challenges for students, as discrepancies in academic approaches may impede their ability to adapt and succeed. It is therefore essential that curriculum design, including the integration of mobility windows, is undertaken to prepare students for international experiences adequately. A further key element in the context of international student mobility is the academic preparation of the students, which encompasses both cultural adaptation and guidance on mobility. Effective preparation is essential to assist students in negotiating new academic environments, mitigating culture shock, and optimising their learning abroad.

The institution's characteristics also impact participation, as universities with greater resources and more extensive international connections are more likely to offer a greater number of mobility opportunities. The internationalisation strategies of HEIs play a crucial role in promoting international student mobility and diversifying mobility opportunities. These strategies ensure that institutions prioritize international student mobility and offer a wide range of mobility options across all study fields and academic levels. Institutional regulations are essential for supporting international student mobility  , as they help manage concerns about study delays and ensure the quality assurance of the mobility experience. Furthermore, there is need for more inclusive selection criteria for international student mobility  programmes, beyond academic performance, to ensure fair access for students from all backgrounds. Comprehensive support services, both academic and financial, are essential to fostering a more inclusive and accessible environment for international student mobility.

The systematic literature review identifies five themes pertaining to key individual-level factors. Demographic and socio-economic factors have been extensively covered in the existing literature and have constituted the focus of research for a considerable period of time. The role of cost-related factors and financial barriers in contributing to the mobility gap and their close relationship with socio-economic factors are also widely explored. Furthermore, social networks, including family, friends, and community ties, as well as cultural or mobility capital, such as language proficiency and prior mobility experiences, are significant focus areas. Psychological factors, including motivation, personality traits, and personal and intercultural skills development, also play a pivotal role in students' decision-making processes regarding study abroad.