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The Geopolitics of Edugration

Migration
Political Economy
Security
Critical Theory
Comparative Perspective
Higher Education
Eva Hartmann
University of Cambridge
Eva Hartmann
University of Cambridge

Abstract

This paper examines the geopolitical tensions shaping skilled migration policies and presents the findings of a comparative study of Germany and the UK. Both countries are prominent destinations for international students and have liberalised their visa policies to facilitate their entry into domestic labour markets upon graduation. But the two countries not only have important commonalities in terms of their edugration policies, as some scholars call the key role of international student recruitment for migration. They are also important geopolitical players and deeply engaged in a global race for technological dominance. In this context, both countries have tightened their control over technology transfer to nations with which they maintain strained political relationships, such as China. They have also expanded the scope of export control by including dual-use items, hence products and technologies of civilian and military applications. The increased restrictions impact not only manufacturers and service providers but also academia and research institutions. My study explored the implications for international students and their access to academic programmes, particularly in science, technology, engineering, and mathematics (STEM) relevant to dual-use technologies. Drawing on critical higher education studies and state theory, the research explores the extent to which important differences between Germany and the UK, such as the rationales underpinning their edugration, the university-government relationship, and the institutional arrangements shaping inter-ministerial coordination, impact how the governments seek to strike a balance between edugration and national security considerations.