International student mobility and academic performance: Does timing matter?
Cintia Denise Granja & Fabiana Visentin
#2021-049
In this study, we examine the impact of exchange programs’ timing on
students’ academic performance, focusing on the moment in which students
travel and the length of the period spent abroad. To provide causal
evidence, we exploit unique data of more than 10,000 students from a
well-known and internationalized Brazilian university from 2010 to 2020.
By combing Propensity Score Matching with Difference in Differences
techniques, we find that international mobility impacts groups of
students differently. Students who travel closer to the end of their
undergraduate courses benefit the most from the mobility experience (an
increase of 0.06 points on final standardized grades), while negative
effects (-0.05 points) are found for those who travel at the beginning
of their university program. Our results also show that, while student
mobility impacts positively and significantly students who participate
in programs lasting from one semester to one year (0.08 points),
negative effects are associated with shorter periods abroad (-0.1
points).
Keywords: Tertiary education, international student mobility, academic
performance, grades, student achievement, propensity score matching,
difference in differences
JEL Classification: I23, I26, J24