Graduation Requirements, Isomorphism and Student Mobility Between International Schools

Evidence suggests that isomorphism fosters similarities among international schools, positioning isomorphism as an important lens to use in examining policies of such schools. Yet international school students transferring during high school cannot always achieve seamless transfers, suggesting that there may not be enough similarity among international schools to fully accommodate the globally mobile student population that is often found within international school communities. This critical literature review examines why isomorphism may not lead to high school students more easily fulfilling credit and graduation requirements when transferring between international schools. Possibilities that emerge include that administrators and faculty have agency in decision-making even within isomorphic processes such as accreditation; and that sub-categories of international schools may limit isomorphic forces across individually governed institutions. To support globally mobile students, it is argued here that schools’ policies should explicitly address how best to support students coming from different kinds of institutions and curricula, and should facilitate students transferring as seamlessly as is possible. International schools should be intentional about communicating this potential challenge to globally mobile families, and should ensure that staff are designated to support students in academic transitions. This is an under-researched topic, and further research could explore unpublished insights to strengthen international schools’ practice in this area.