ABSTRACT
Introduction Concomitant with the precipitous global rise in international student migration (ISM) is a growing, if still limited, scholastic commitment to understanding its ramifications (Findlay 2011; King and Raghuram 2013). Extant research indicates student migrant flows are increasing both as a result of demand for international students from receiving countries and students’ desire to study abroad. With respect to the former, international students are particularly sought after by universities struggling to supplement declining state funding (Hazen and Alberts 2013). Relatedly, after graduation, they tend to be an attractive pool of skilled, acculturated labor for domestic businesses in need of a skilled workforce (Ziguras and Law 2006). At the same time, the pursuit of personal fulfillment and the perceived quality of a Western education incentivize many students from economically advanced and developing countries alike to look abroad to meet their academic needs (Hazen and Alberts 2006; Brooks and Waters 2010).
