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Studying to Stay: Understanding Graduate Visa Policy Content and Context in the United States and Australia
Author(s) -
Grimm Adam
Publication year - 2019
Publication title -
international migration
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.681
H-Index - 64
eISSN - 1468-2435
pISSN - 0020-7985
DOI - 10.1111/imig.12561
Subject(s) - graduation (instrument) , context (archaeology) , immigration , institution , situated , political science , higher education , work (physics) , politics , state (computer science) , summative assessment , sociology , economic growth , pedagogy , geography , economics , law , engineering , formative assessment , mechanical engineering , archaeology , algorithm , artificial intelligence , computer science
As the global mobility of students has continued to grow, many of those who obtain their degrees abroad are seeking opportunities to stay in the countries where they received their education. Responding to these trends, several host countries have devised visa schemes to enable international graduates to remain in the country and work after graduation. Using a summative content analysis approach, this article provides an analysis of the content of the Optional Practical Training and Temporary Graduate Visa programmes situated within the economic, political and social contexts of the United States and Australia respectively. Graduation from a domestic institution is the core requirement of these programmes, directly implicating higher education in immigration issues and placing higher education institutions at the border of the state. As such, we must consider HEIs not only as a temporary home for globally mobile student sojourners but as the starting point for transnational talent on complex migration journeys.