The are responding to expansive internationalization strategies and the

The movement of students outside their country of birth or
citizenship for a period of 12 months or more for study purpose is student migration. Those students are
also called international students. The internationalization of higher education
increased fiercely during globalization and it has become a market driven
activity. Due to the rapid rise of international education more students are attracted to pursue higher education in
foreign countries.

Starting
from the case of the sudden increase of Nepalese students coming to Denmark in
the mid-2000s, regarding which many articles has shed light on the tension
between current policies, which, on the one hand, aim to inter nationalize the
field of education and, on the other hand, try to control the influx of
potential immigrants from parts of the world generally conceived of as less
developed and which, due to their peripheral position in the global economy,
have difficulties in keeping up in the highly competitive, international
education market. More specifically, this article explores this intersection
between the internationalization of higher education and immigration policy on
the basis of research conducted among the two categories of temporary Nepalese
migrants mentioned above, that is, students currently studying in Denmark with
the aim of getting a degree from a Danish educational institution, and the
smaller, yet growing group of Green Card holders whose right to temporary
residence is partly conditioned by the status of the academic degree they hold.
Some of these have come directly from Nepal, whereas others are former
students, who, having completed a degree in Denmark, plan to stay on with a
Green Card. Both categories, the students and the Green Card holders, are
responding to expansive internationalization strategies and the claimed demand
for a high-skilled work force, now and in the future, but as explained above they
come to enter the labor market not in their capacity as highly skilled, but as
‘foreigners’ in low paid jobs.

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In
line with recent scholarship on student mobility (e.g. Brooks and Waters) 2011;
Sykes 2012) this article adopts a perspective on the internationalization of
education as a fundamentally differentiated and uneven process, which is played
out both between individuals and between nations and geographical areas and
which is inextricably linked with immigration policy. In other words,
irrespective of its inherently promising rhetoric, ‘internationalization’ as a
practice tends to privilege certain categories of young people and, perhaps
unintentionally but reinforced by restrictive immigration laws, disadvantage
others.

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