Learning from Each-Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities

Abstract

Despite the potential for mutual learning, improvement of service provision, and the advancement of policy, research on first-generation migrant students and research on international students have remained stubbornly separate. This paper makes the case that education research would benefit from leveraging data on international students and that internationalization research and practice should more often include first-generation migrant students. To explore the benefits of this proposition, this article explores differences in the experiences of Irish-born domestic students, first-generation migrant students, and international students at Irish higher education institutions, using Eurostudent VI data collected in 2016. These comparisons show that first-generation migrant students report lower levels of preparation for the domestic labor market than both Irish-born domestic students and international students. International students are faring well on other indicators too, as they report higher levels of academic satisfaction and feeling more prepared for the international labor market than both first-generation migrant students and domestic students. Results also suggest that the academic satisfaction of the three groups of students is shaped by both common as well as divergent factors, indicating that interventions aimed to support each group may require additional tailoring. However, limitations of both quantitative and qualitative approaches to documenting the experiences of international students need to be considered as findings from this study and similar studies are used. By comparing the experiences of the three groups of students, this paper highlights the experience of first-generation migrant students, often overlooked in international higher education studies.