Most of what is written on the mobility of international students focuses on two particular topics: the means by which ‘providers’ access the ‘market’ and assure themselves a flow of paying clients; and the ways in which they may or may not be encouraged to accommodate themselves to what may be different styles of learning. Nicholas Tarling believes these topics would surely be better tackled in a wider context, and there are many others also worthy of research. One possible approach, he argues, is historical.
