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Characterizing Indian Students Pursuing Global Higher Education: A Conceptual Framework of Pathways to Internationalization

Gopinath, Deepak

Authors

Deepak Gopinath Deepak.Gopinath@uwe.ac.uk
Senior Lecturer in Planning and Urban Geography



Abstract

© 2014 European Association for International Education One might argue that an Indian student entering higher education is faced with a critical question—Where to study, in India or abroad? With a gross enrollment ratio of around 20% in the tertiary sector, only one in five in the 18 to 23 age group of a 140 million eventually gets to answer the question. But those who do, and whose numbers are rapidly increasing, pursue higher education abroad in response to a range of choices presented not only by increasing domestic provision in higher education but also through increased international collaborations (for instance, through branch campuses) that Indian students can avail of without leaving the country. As a result, this presents problems for characterizing the Indian student pursuing higher education abroad. By placing emphasis on the multiple transitions across spaces and tensions between “controlled” and “emergent” mobilities, this article sets out a conceptual framework with which to understand potential pathways into higher education, so that policy makers and educational providers can better understand international mobility in the Indian higher education sector.

Journal Article Type Article
Publication Date Jan 1, 2015
Journal Journal of Studies in International Education
Print ISSN 1028-3153
Electronic ISSN 1552-7808
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 19
Issue 3
Pages 283-305
Institution Citation Gopinath, D. (2015). Characterizing Indian Students Pursuing Global Higher Education: A Conceptual Framework of Pathways to Internationalization. Journal of Studies in International Education, 19(3), 283-305. https://doi.org/10.1177/1028315314563783
DOI https://doi.org/10.1177/1028315314563783
Keywords Indian student, pathways to higher education, mobility, conceptual framework, barriers
Publisher URL https://doi.org/10.1177/1028315314563783