Research Snapshot: Undesired consequences of education abroad
National policies on education abroad outcomes: Addressing undesired consequences
Publication date: 15 July 2020
With increasing numbers of students participating in education abroad programs, it is tempting to view these policies as successful. While research often highlights positive outcomes for students, higher education institutions and societies, less attention has been paid to potential unintended consequences. This book chapter focuses on these overlooked downsides of education abroad.
As part of my PhD research, together with two colleagues, we conducted a comparative study of education abroad policies at national and supranational levels in Europe, North America and Asia. The study draws on a review of key policy documents addressing education abroad, collected through websites of ministries or departments of (higher) education, internationalisation agencies and academic sources.
The chapter explores three key questions:
- What do education abroad policies at national and supranational levels aim to achieve?
- What roles do respect for diversity/inclusion, environmental sustainability and economic equality play in these policies?
- Which (supra)national policy initiatives show promise in advancing education abroad while supporting diversity/inclusion, environmental sustainability and economic equality?
Education abroad policies are mostly stand-alone and do not generally connect with related policy fields. Even when national governments commit to the SDGs, environmental sustainability remains absent from (supra)national policies.
Adinda van Gaalen
Adinda van Gaalen is a strategic advisor on research and internationalisation at Inholland UAS. She is also a PhD candidate at Ghent University. Her research focuses on understanding the effects of internationalisation of higher education policies and the role that values play in policy development and agenda setting at the national level. Adinda previously worked as coordinator of the research policy team at Inholland UAS and as a policy advisor and researcher at the Dutch National Agency Nuffic. She also led the international office at HES Amsterdam School of Business. Adinda is chair of the Dutch Network of Research Policy Advisors in UAS and was a member of the EAIE thematic committee Research on internationalisation 2024-2026 and chair of the Dutch Network of Research Policy Advisors in UAS.
Ravinder Sidhu
Key findings of the research:
The findings illustrate that education abroad policies are widely present, with a strong focus on quantitative goals but very little attention to measuring impact. In Asia and North America, economic rationales are dominant, which can be partially explained by the oversight and budgetary control exercised by Ministries of Trade or their equivalents. In Europe, education abroad has been strongly shaped by EU initiatives aimed at fostering regional cooperation and identity. Even when national governments have committed to the Sustainable Development Goals, values such as diversity and inclusion, environmental sustainability and economic equality are only partially reflected in national policies for internationalisation of higher education. Education abroad policies are mostly stand-alone and do not generally refer to related policy fields, with inclusion being the main exception. It is receiving increasing attention at both national and supranational levels, particularly in Europe and North America. Policy makers should connect across policy domains to develop integrated policy measures that mitigate unintended effects, regardless of where policies are developed or where their impacts are felt. Such collaboration can help avoid the high costs that may accompany otherwise successful policies.
