The Application of the Biographical Method for Studying Educational Migration of Russian Students

<p>At present, more and more students go to study abroad. Some go for internships, and others - to receive a bachelor&#39;s degree, master&#39;s or PhD. Consequently, the number of programs that promote international academic exchange between universities, and organizations are increased.</p><p>That is why this issue is highly relevant and topical. Many investigations are devoted to the educational and labor migration, description of the education market, &quot;brain drain&quot;, the influence of educational internships on the further career trajectories, but the main purpose of my work is to analyze the influence of the biographical experiences and life trajectories on the decision of educational migration, in other words, to identify the root causes of the desire to go abroad to study. Biographical method fits perfectly to achieve this aim, because it can be used to understand the hidden meanings and motives of certain deeds and actions with the help of analyzing the interviewee&#39;s basic language constructs.</p><p>The main objectives of the study are:</p><p>1. Identify the cognitive capabilities of the biographical method to explore educational student migration</p><p>2. Identify key similar biographical events and processes</p><p>3. Typify worldviews and recreational practices</p><p>4. Construct identity on the basis of certain practices</p><p>5. Examine the rhetoric of educational migrantes, justifying attitude to education obtained abroad.</p><p>&nbsp;In my work I pay attention to several thematic clusters, reflecting the biographical experience: family, school, university, work, interpersonal relationships and internships abroad, and within each of them is constructed markers of identity.</p><p>A paradigmatic model will be built in block diagram form, the central category of which is the impact of biographical experience on the student educational migration, based on analysis of 20 biographical interviews, codes, categories and markers of identity,</p><p>Key findings: biographical method gave good results. I reveal the typical biographical events, build a paradigmatic model of the influence of biographical experience on the decision of student educational migration and projection of future life trajectories, construct markers of identity and the main categories of analysis, using grounded theory methodology.</p><p>Also, revealed the similar biographical events and life trajectories of students receiving education abroad. First of all, all of them are learning in top universities, moreover, most of them want to create a business, or to work with a flexible schedule to allow time for family , friends and hobbies. Many have already started their business, while others believe that they lack the experience or money, but want to realize this plan in future. Besides, the tendency is that the students don&#39;t want to continue their education in Russian universities, only in Western, because it provides little practical skills and too general education, giving priority to work. In addition, based on interviews, I reveal that the &quot;brain drain&quot; is due to the expensive rental housing and small salaries of scientists. In this regard, many go to the West, and those who remain in Russia, run the business and leave science.</p>