When diverse students come together at the internationalised university as a result of an internationalisation strategy, the opportunities for intercultural learning, cross-cultural connections, and the promotion of world peace are endless. Informed by extensive research on student experience and identity, this book provides the expertise to develop a more linguistically just and equitable internationalised university.

Drawing on empirical evidence, global research, and personal experience, the book argues that language can no longer be ignored at the internationalised university. Instead, plurilingualism should be celebrated, with plurilingual approaches employed, and a language policy established to ensure language rights are upheld and languages are maintained. It offers a framework for conceptualising the role of language in the student experience at the internationalised university, as well as suggestions for how to manage language matters in different areas of the student experience, such as in social spaces, the classroom, and academic work and groupwork.

Bringing together interdisciplinary perspectives from sociology, education, and human geography to investigate the space, community, and culture at an International Branch Campus, this fascinating book provides empirical evidence to understand the implications for students’ future socio-spatial mobilities.

Drawing on ethnographic data from a British International Branch Campus in China this book offers a timely discussion about transnational higher education. It illustrates the mobility of the educational space, where mobilities and materiality converge and are mediated by transnational imaginations. Students are portrayed as ‘imaginative travellers’, who may not have been physically abroad but are imaginatively mobilised by transnational material, social and cultural flows on campus. This book demonstrates how imaginative mobility cultivates students’ cosmopolitan orientations and competence, while acknowledging how structural constraints weave unevenness into the imaginative flows that arise and respond to the socio-spatial inequalities in global education landscapes. This study also offers empirical insights into China’s approach to transnational education that informs both research and policy.

Drawing upon current debates on inequalities in higher education, particularly those of race and class, and based on a Bourdieusian discussion of the relational nature of different capitals and competition for such capitals, this must-read text explores how Black and minority ethnic (BME) students navigate the university and the relational competition for capitals and status.

With original accounts of the experiences of BME students in higher education, this book draws on interviews with 58 students across three different universities to further understand experiences of how BME students navigate the predominantly White spaces of UK universities. It explores how racial inequalities continue to persist in higher education and demonstrates that greater attention needs to be made to the transitions made, not just into higher education, but from higher education.

Identifying that racism is not a new phenomenon in UK higher education but that it has adapted to changing socio-economic conditions, this is a must-read book for anyone working in higher education or with an interest in the experiences of BME students through the higher education system.