In the buzzing lecture halls of her university, Janneke was surrounded by a symphony of voices—each one carrying a distinct accent, perspective, and culture. Group projects became global collaborations, and every debate opened a window to a different worldview. Echoing the current discussions of reducing international students in Dutch universities, an ongoing research project by Assistant Professor Zhiling Wang from Erasmus School of Economics studies whether Dutch graduates benefit from an international classroom for their labour market prospects.
Now, with a job offer from a Fortune Global 500 multinational, Janneke embodies the future of a globally competitive Netherlands. She knows those diverse conversations sharpened her ability to solve problems and communicate across borders- skills essential in today’s interconnected world.
Will stories like Janneke’s soon become relics of the past? The results of my research point to a promising direction: Dutch graduates from more international environments appear to start their careers with a noticeable wage premium, which often grows over time.
Crucial intercultural and linguistic skills
The motivation to conduct the research stems from a simple inquiry: do peers from diverse linguistic and cultural backgrounds give students an edge in non-English-speaking countries? Two elements are essential: English proficiency and intercultural competence. First, English, the lingua franca of global business, is indispensable—especially in an export-driven, innovation-heavy economy like the Netherlands. Janneke, for example, credits her ability to confidently present to international clients to the discussions she had in English with her international classmates.
Second, intercultural competence enables effective communication bridging cultural divides, which makes the working environment more inclusive and productive. In her current role, Janneke frequently navigates the contrasting business styles of her Korean and German colleagues—skills she developed during group projects at university, where understanding different cultural approaches to deadlines and decision-making became second nature. These experiences have prepared her to thrive in the global marketplace, where adaptability and cultural awareness are crucial.
Prospects on the job market
Do these skills, developed during university years, endow them with better labour market prospects? To answer this question, I studied Dutch students who obtained a master’s degree from a university in the Netherlands between 2006 and 2014. They are split into two groups. One group covers students like Janneke: attending a more international classroom. The other group covers students studying in a less international environment. Let’s assume Emma belongs to this group. Crucially, Janneke and Emma were very comparable in demographic characteristics, household background, and earlier educational trajectories. The only difference was their classroom’s international composition. The wage difference between Janneke and Emma observed after graduation (if any) could therefore be attributed to the level of international exposure.
The results tell a compelling story and confirm my hypothesis on the positive effect of an international environment on labour market prospects. Dutch graduates from more international classrooms earned 2.3% more in their first year of work compared to their peers from less diverse environments. Over the next five years, this advantage increased by roughly 1% annually.
'International peers help native students gain valuable skills, unlocking opportunities that benefit not just individuals, but the broader economy.'
Prospects on the job market
Do these skills, developed during university years, endow them with better labour market prospects? To answer this question, I studied Dutch students who obtained a master’s degree from a university in the Netherlands between 2006 and 2014. They are split into two groups. One group covers students like Janneke: attending a more international classroom. The other group covers students studying in a less international environment. Let’s assume Emma belongs to this group. Crucially, Janneke and Emma were very comparable in demographic characteristics, household background, and earlier educational trajectories. The only difference was their classroom’s international composition. The wage difference between Janneke and Emma observed after graduation (if any) could therefore be attributed to the level of international exposure.
The results provide evidence that aligns with my hypothesis on the positive effect of an international environment on labour market prospects. Dutch graduates from more international classrooms earned 2.3% more in their first year of work compared to their peers from less diverse environments. Over the next five years, this advantage increased by roughly 1% annually.
The lasting impact of diverse perspectives
But can we dig more into which mechanisms drive this wage advantage? Many speculations arise on the roles of firms and behaviours of students and my research explored three possible mechanisms. The first mechanism could be that Janneke lands a different type of job upon graduation compared to Emma. The second might be that Janneke and Emma both start at the same company, but Janneke might climb the ladder faster. Third, Janneke could leverage her skills to hop between firms, continually negotiating higher salaries, while Emma doesn’t.
My research points to the first mechanism: the type of job upon graduation is pivotal, demonstrating the lasting impact of early exposure to diverse perspectives. In contrast, evidence supporting the second and third mechanisms remains limited. Graduates like Janneke, who are equipped with better competences in an international context, often land roles in large firms, multinational environments, or trade-focused industries. In later years, the working experience in these firms enables students to grow faster in their wage trajectories and reap the benefits throughout their entire careers.
Rethinking the international classroom
As policymakers debate limiting international student numbers, one argument centres on protecting Dutch students’ job prospects. Yet, my research suggests an alternative view: international peers help native students gain valuable skills, unlocking opportunities that benefit not just individuals, but the broader economy.
Think of the hundreds, perhaps thousands, of Jannekes acting as the crucial engines in Dutch firms, fuelling global competitiveness, and contributing to national prosperity. These graduates are the engines of tomorrow’s economy. Reducing international diversity risks stalling their progress—and, by extension, that of the Netherlands as a whole.
- Assistant professor
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This article is based on an ongoing research project, yet to be published, by Zhiling Wang (Erasmus School of Economics), Francesco Pastore (University of Campania Luigi Vanvitelli), and Bas Karreman and Frank van Oort (Erasmus School of Economics).
For more information, please contact Ronald de Groot, Media and Public Relations Officer at Erasmus School of Economics, rdegroot@ese.eur.nl, or +31 6 53 641 846.
