Mobile Being

Abstract

This chapter engages with the idea that mobility can make a difference in respect to the educational, professional and personal development of young people who are studying at tertiary-level educational institutions. Discussion begins with a survey of recent literature in two interdisciplinary research fields: Migration Studies and Youth Studies, the latter of which might also be termed the Sociology of Youth in a non-interdisciplinary context (i.e., minus Social Policy and Social Work). This highlights what is already known about the practice of mobility among tertiary-educated youth and, hopefully, helps move us towards a better understanding of the spatial dilemmas these young people face during their transitions to adulthood. This overview leads to a theoretical exploration of the potential meaning of the mobility experience, complemented by case study evidence taken from three different research contexts. Ultimately, this discussion is designed to contribute to the debate on the meaning and uses of geographical mobility for young people currently taking place among policymakers, stakeholders and youth work practitioners, as well as the small number of dedicated youth mobility researchers, with specific reference to assessing the readiness and capacity of students to become, or not to become, mobile during the transition period.¹