Does an International Academic Environment Promote Study Abroad?

Although many studies on international student mobility have examined the impact of individual factors (e.g., gender, age, family background) on students’ decision to study abroad, much less attention has been devoted to the role played by the institutional climate and characteristics of one’s home university. Using data from an Italian survey containing information on a large number of university students, this research investigated the extent to which a more international academic environment incentivizes students to participate in study abroad programs. A logit model was developed to estimate the effect that the degree of internationalization of one’s home university has on the probability that its students will study abroad, while controlling for several student-level factors. The empirical estimates indicate that this effect is significant, suggesting that being part of an international academic environment, where domestic students can interact more frequently with international students, helps motivate them to undertake study abroad. This result stresses the importance of engaging domestic students in the internationalization process of their universities

Changes in socioeconomic inequality in access to study abroad programs: a cross-country analysis

The growing evidence about the benefits of studying abroad calls for increased public efforts to equalize study abroad opportunities among university students from different socioeconomic backgrounds. Using student-level data from the nationally representative surveys of three European countries (Italy, France and Germany) between the 2000s and mid-2010s, this paper investigates how the social gap in access to study abroad programs changed over time and what are the factors driving these changes. Logistic regressions are used in order to identify the determinants of study abroad program participation and a decomposition technique is employed in an attempt to both determine how much of the gap each factor explains and compare its relative contribution over time. The results indicate that, not only has disparity in study abroad participation rate between students from more and less advantaged backgrounds not decreased in any of the countries considered here, but there is consistent evidence showing that it has increased in Germany. Differences in earlier educational trajectories and performance between these two groups of students are important predictors of the gap. However, a large part of this gap remains unexplained, and this underscores the important role played by unobserved or difficult-to-measure factors in accounting for inequality

Rational fixed points for linear group actions

Let $k$ be a finitely generated field, let $X$ be an algebraic variety and $G$ a linear algebraic group, both defined over $k$. Suppose $G$ acts on $X$ and every element of a Zariski-dense semigroup $\Gamma \subset G(k)$ has a rational fixed point in $X(k)$. We then deduce, under some mild technical assumptions, the existence of a rational map $G\to X$, defined over $k$, sending each element $g\in G$ to a fixed point for $g$. The proof makes use of a recent result of Ferretti and Zannier on diophantine equations involving linear recurrences. As a by-product of the proof, we obtain a version of the classical Hilbert Irreducibility Theorem valid for linear algebraic groups.Comment: 35 pages, Plain Tex. A gap in the previous proof of Theorem 1.2 overcome, plus minor changes. Thanks to J. Bernik and the refere