The Transnational Ties that Bind: Relationship Considerations for Graduating International Science and Engineering Research Students. Issue 2 (20th November 2012)

• Record Type: Journal Article
• Authors: Geddie, Kate; King, Russell; Raghuram, Parvati
• Is Part Of: Population space and place. Volume 19:Issue 2(2013:Mar./Apr.)
• Page Start: 196
• Page End: 208
• Publication Date: 2012-11-20
• Subjects: Population geography -- Periodicals; Population -- Periodicals; 304.6
• DOI: 10.1002/psp.1751
• Languages: English
• ISSNs: 1544-8444

Abstract

<abstract abstract-type="main"> <title>ABSTRACT</title> <p>The last decade has witnessed a significant rise in scholarly and policy attention paid to the migration and career decisions of international (post)graduate research students, particularly those in science, technology, engineering and mathematics disciplines. Considered by many governments as important contributors to national science and innovation agendas, as well as potential members of an educated labour force, several states have implemented strategic regulatory changes to encourage foreign (post)graduate students in these fields to remain after their studies. However, these policies tend to frame such students as free agents able to respond to easing work permit or residency conditions in line with their individual career or lifestyle preferences. This paper advances theorisations of post‐graduation decision making among international students by illustrating the extent to which diverse transnational social ties and personal concerns are highly influential in shaping migration and career strategies. Drawing on in‐depth interviews with foreign students completing science and engineering (post)graduate degrees in London, UK and Toronto, Canada, the paper demonstrates that relationship considerations, such as care for ageing parents, managing dual careers, and future childcare and work‐life balance concerns, are tightly intermingled with graduates' different employment and settlement considerations at this transitional life‐stage. These findings carry wider implications for our understanding of the multiple geographic directions in which students feel pulled upon graduation – challenging traditional push‐pull or stay‐or‐return portrayals. They also underscore the importance of accommodating social reproduction concerns for the production and circulation of a scientific labour force. Copyright © 2012 John Wiley & Sons, Ltd.</p> </abstract>