Education is considered to be the most effective tool that people can use to lift themselves out of poor socioeconomic backgrounds and lead to professional success, which in turn improves society. Since an education system often supports individuals with a higher socioeconomic status (SES), it may not resolve the issue of socioeconomic background impacting on career outcomes. Given the nature of the research questions, an individualistic approach is used for selecting tools. Using qualitative and quantitative analysis methods, we argue that graduates studying an 8-year engineering program fail to succeed compared to counterparts who studied a 4-year engineering program. Findings suggest that engineering graduates' socioeconomic backgrounds help them with their career advancement. A policy intervention may help to address the influence of SES on engineering education and professional employment.
International student mobility has traditionally witnessed a global South-North pattern. In recent years, a shift has occurred as the appeal of alternative geographies waxes, with Malaysia being an exemplar of inbound student mobility destination. To facilitate a deep probe of the under-researched global South-South student mobility, this study utilized a qualitative method to delve into 10 Chinese doctoral students' emic perceptions of their sojourn in Malaysia. Guided by a theoretical framework incorporating decolonization and recolonization, this study unpacks how these sociohistorical forces penetrate into and shape the students' preparation and navigation of a doctoral sojourn. Findings of the study reveal that while taking advantage of the Southern niche to yield commensurate benefits, thereby delegitimizing the Western supremacy, the students' make-do mentality and self-subjugating resistance inadvertently reinforce the Western dominance. Besides, these macro effects generate interlocking and conflicting affective consequences, instilling simultaneously positivity and inclusivity, inferiority, and anxiety. Altogether, decolonization and recolonization are concretely registered at the emotional level and bear a broader social significance. This article concludes with an alert and a call to address covert yet compelling inequalities in international student mobility.