The aim of this book is to provide insight into student and graduate mobility, focusing on the example of Armenians moving to different destinations, including Russia, the United States and the European Union. Underpinning this objective is a desire to provide new perspectives on geographical circulation among the highly qualified through conducting exploratory research in a national context that, unlike other parts of Eurasia, has not been extensively covered in prior studies. Some of our questions may be familiar to readers acquainted with student and graduate mobility, including where and why people wish to go abroad, but the choice of location reflects a desire to expand the parameters of this research field. Additionally, in engaging with Armenia at the present time, we have an opportunity to observe the potential impact of Armeniaâs Velvet Revolution on the life planning of 51 interviewees.
As a starting point for our discussion, we can therefore say that a major motivation for engaging with Armenia has been the need to place greater emphasis on student and graduate mobility outside familiar environments, especially the EU, a region in which the topic has rapidly gone from being a niche interest, with few substantial works of note (e.g., Murphy-Lejeune 2002), to forming an integral part of the study of human mobility and a serious political concern, especially within European level political institutions. From the point of view of the authors of this book, different aspects of spatial circulation have also proved to be valuable as research topics, including student exchanges and moving abroad for skilled employment (see Cairns et al. 2017, 2018). The present discussion can hence be considered an extension of a number of existing lines of inquiry, albeit centred on a somewhat different departure point in regard to research subjects.
Why Study Mobility?
In continuing this exploration, we also wish to help improve the quality of mobility research. Although the recent expansion of academic interest in highly qualified circulation is generally welcome, this does not mean that we have a comprehensive or even accurate picture of the mobility practices of students and graduates or a coherent notion of how and why these people move. The assumption persists that mobility is undertaken with a view to securing an improvement in economic circumstances, and at a greater stretch, internationalizing a career trajectory. It may also be the case that mobility represents an extension of pre-existing social ties and interests, reflecting a sense of adventure as well as a desire to renew geographical connections. However, for the most part, our perceptions of mobility are grounded in the idea that moving abroad is a constructive activity that will ultimately contribute to the accumulation of capital, albeit with some recognition of the more enjoyable aspects of international travel (i.e. mobility as leisure).
At European Policy level, in tertiary education institutions and among the agencies that host transnational exchange projects, particularly for young people with fewer opportunities, the view of mobility is much narrower; linked to overcoming various aspects of social exclusion. Universities additionally place emphasis on encouraging modes of circulation perceived to be economically valuable (student migrants). In emphasising such priorities, these parties risk ignoring more mundane but perhaps more prevalent forms of free circulation, especially mobility practiced by those who simply wish to go abroad to further their educational progress or enhance their career prospects using their own resources and initiative. Therefore, while we do not ignore the fact that some mobility takes place within institutional structures, the main focus will be upon mobility from the point of view of students and graduates rather than universities, civil society agencies or political institutions.
In this book, moving to the EU is of course not our only concern. Considering Armeniaâs gateway position in the South Caucasus, between East and West in a very literal sense, we will be exploring spatial trajectories for education and work other than intra-European circulation, including entry into the EU from Armenia as well as movement to the Russian Federation and the US. Given that we are starting our work from a position ...