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Norway is characterised by very high levels of migration from within the European Economic Area (EEA) and growing but small scale labour migration from countries outside the EEA. In this context, the challenge for managing discretionary labour migration is to ensure it complements EEA flows. High-skilled workers who come to Norway often leave, even if their employer would like to keep them. Norway has many international students, but most appear to leave at graduation or in the years that follow. The spouses of skilled migrants - usually educated and talented themselves - face challenges in finding employment, and this may cause the whole family to leave. Key industries in smaller population centres wonder how they will source talent in the future. This review examines these aspects of the Norwegian labour migration system. It considers the efficiency of procedures and whether the system is capable of meeting demand. It looks at several policy measures that were implemented and withdrawn and assesses how these and other mechanisms could be better applied. The characteristics and behaviour of past labour migrants are examined to suggest means of encouraging promising immigrants to remain, and how Norway might attract the specific labour migrants from which it can most benefit in the future.

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The scope of this paper is to draw lessons from regional integration and labour migration policies which have been implemented, along with the constitution of the European Union [EU]. In a context of globalisation and economic integration, the paper will also try to identify the challenges for labour market adjustment through international migration based on recent policy developments concerning the recruitment of skilled foreign workers in selected EU countries.

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This paper analyses some of the significant shifts in international student enrolments in UK higher education. It starts with a brief overview of global demand for UK higher education. The focus of the paper is then on identifying analytical facts about international student mobility to the UK that have received little or no attention to date. The term 'international students' includes students from EU and non-EU countries. This analysis of mobility to the UK focuses on first-year full-time students unless specified otherwise. The international comparative analysis uses data on full-time and part-time students. This analytical summary concludes with an overview of shifts in the external environment that will affect international student mobility to the UK.

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In November 2015, [Warwick Economics and Development] WECD was appointed to undertake research into the scale and scope of UK higher education transnational education (UK HE TNE) for the HEGlobal programme, a joint initiative between the UK HE International Unit and the British Council to support UK universities' TNE activity. Globalisation has affected the nature and extent of the demand and supply of international education, opening up the options for learners but also creating an increasingly competitive global marketplace for higher education institutions that are adopting a range of operating models to enhance their presence in an international market and/or facilitate their entry into new markets. HE TNE activity involves higher education institutions delivering their educational services in another country rather than the students travelling to the foreign university to study. It can include but is not limited to branch campuses, distance learning, online provision, joint and dual degree programmes, flying in faculty for short courses, or mixed models (known as blended learning).

The report is based on a detailed survey of all UK HE providers delivering TNE in 2014/15. Responses account for two thirds of TNE students, and two thirds of those providers with significant volumes of TNE students reported to the [Higher Education Statistics Agency] HESA [Aggregate Offshore Record] AOR. The report looks at both programme and student numbers, and takes into account a wide range of particular data issues related to the overall TNE population, particularly the influence of very large providers. The survey and associated case studies show that there is great diversity to delivery models, partnerships, strategic approaches and characteristics in UK outgoing HE TNE. There is 'no one size fits all' as far as TNE programmes are concerned.

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This paper is based on a study conducted between 2003 and 2005. The study explored data relating to a group of international students who had articulated into business studies at the University of South Australia (UniSA). In 2003, preliminary results were discussed at the ISANA National Conference in Rockhampton, Queensland. This paper presents further results and discusses the implications for support services for international students. The growing numbers of articulating students has prompted a re-think on the content of the Firstconnection - International Student Orientation (FISO) program and resources to ensure that all international students' needs are being met. However, the profile of the articulating student is not clear.

This study investigates whether there is a relationship between the country of the previous institution of the student, their unit transfer, Grade Point Average (GPA) at the end of the first semester of study and their program of study. By exploring the relationship between these factors, this study will identify the following: the effect of unit transfer on academic performance which will be gauged by the GPA; the effect of prior learning and country of previous study on academic performance; and their social and academic needs through the issues that are raised at Learning Connection and through an online questionnaire.

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Since the introduction of the competitive vocational education and training market model in the Australia in the 1990s, the growth and participation of international students and private providers has led to sustained debates about training standards in commercial-for-profit, private registered training organisations. Much of this debate has been negative and critical, focusing on providers seen as 'dodgy' and international students' permanent residence 'PR' reasons for participating in the Australian vocational education and training sector (Smith, 2010; Tran and Nyland, 2013). This article argues that this focus has limited critical debates on other contextual factors, particularly the influence of teacher perceptions on learning experiences and the way vocational education and training is understood and practised.

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This article investigates how international educational experiences affect the employment opportunities of Chinese who graduated from an Australian university. Findings based on 26 semi-structured interviews highlight that Chinese students who graduated from Australia gained a web of capital (i.e., human, cultural, psychological and identity), which facilitated their employment upon return home. However, social capital, which is critical in China, was a weakness for Chinese students who graduated from overseas institutions. The findings have provided strong evidence that Chinese students' employability benefited from studying overseas. This research utilised the Tomlinson's Graduate Capital Model to an international education context. It has implications for Chinese students on how they could benefit from studying overseas and for universities that recruit Chinese international students.

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This paper provides insights into productive patterns of approach to study and a way of framing successes for international students. It reports the preliminary analyses of data on attendance, performance and student course evaluations and seeks to determine relationships between them.

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This paper unpacks the meanings and implications of the mobility of international students in vocational education - an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students 'become' the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of 'becoming'. Mobility as 'becoming' encompasses students' aspirations for educational, social, personal and professional development. Theorising mobility as 'becoming' captures international students' lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as 'becoming', this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu's forms of capital in understanding the logics and practice of the social field - international student mobility.

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In August 2008 the Asia:NZ Foundation commissioned International Student Ministries of New Zealand to commence a nationwide longitudinal study of the experiences of Asia-born New Zealand-trained business graduates. This study ('Tracking study for Asian business graduates from New Zealand') was to commence when students were in the final phase of their course and contemplating their future. It was intended that the study would follow the new graduates through their post-academic transition as they endeavoured to find employment and adjusted to working in New Zealand or elsewhere. These areas were of specific interest, as was examining the role that Asia-born New Zealand-trained business graduates play in developing Asia-NZ business relationships.

This paper covers findings from the first phase of the study related to choices motivating the study of business in New Zealand, experiences of studying and living and expectations of life following course completion. Initially the paper covers background information, situating it in the New Zealand tertiary and business education contexts, and in relation to existing literature on Asian students in New Zealand. A brief outline of the research methods central to the study follows, then a description and examination of preliminary research findings related to choices, experiences and expectations with a specific focus on students' expectations of study and life after study. This also draws on students' retrospective reflections, providing a background for later reports (which will likely examine students' post-graduation transition pathways). A brief final note is made on how emerging questions will be examined in the remainder of the study.

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