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Student mobility is a common phenomenon in Luxembourg, as almost every student spends a period abroad before graduating. Based on material from this “hyper-mobile” academic context, we will focus on the first phase of going abroad. First, we will analyse how the idea to study abroad is related to different notions of forced or non-forced mobility. Second, we will turn to the choice of destination, focussing on geographical distance and language distance between the country of origin and the place of destination. Geographical distance is not a goal as such but is a proxy for other dimensions, e.g. greater distance can be equated with a wish to try out new things and start a new life phase while shorter distance emphasises strong embeddedness in pre-existing social ties and obligations. In terms of language, students mostly choose countries where one of Luxembourg’s official languages is spoken (either because they have mastered it or because they would like to improve it for professional reasons), and countries where an additional language can be learnt or practised. Our results show that studying abroad is not the decision of a moment, but rather a process embedded in students’ past, present and future as well as in their social surroundings.

Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student?