Graduation Requirements, Isomorphism and Student Mobility Between International Schools.

This article examines why isomorphism—the process by which organizations in the same field become similar—does not ensure seamless transfer of high school credits and graduation requirements among international schools, despite their shared curricula, accreditation, and structural similarities. It identifies that individual school agency, differences among sub-categories of international schools, and variations in academic policies contribute to misalignment, complicating transitions for globally mobile students, often referred to as third culture kids (TCKs). The literature also highlights a lack of standardized academic transition support and the need for clear policies, early communication with families, and dedicated counseling resources to assist students navigating credit transfers. The article concludes that while isomorphic forces influence international schools broadly, more targeted research and collaborative sharing of best practices are needed to improve academic mobility without compromising schools' unique identities.