Factors and conditions that promote or constrain transformative learning in student international mobility programmes

Such programmes are often described as ‘life altering’ experiences, a pathway to raising social consciousness, and promoting cultural and social understanding through the development of ‘global citizens’. This research argues that due to the influence of neoliberalism on internationalisation policies in HEIs, the social benefits of SIMPs are limited.<br><br>This qualitative research investigated the impact of SIMPs on seventeen students who took part in SIMPs during their course of study in higher education (HE).

Transformative Learning theory (TL) was used as a theoretical framework to evaluate the impact of SIMPs on participating students while also exploring the specific factors and conditions which promoted or constrained change. Data collection methods included the collection of demographic information on research participants, semi-structured interviews and photo-elicitation group discussions. Additionally, structured interviews were conducted with administrative staff at the global opportunities departments at the two institutions attended by the research participants.<br><br>Research findings suggest a potential for TL and positive social outcomes through SIMPs.