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The emergence of a regional hub
As the demand for international education increases, middle-income non-English speaking countries, such as South Korea, play an increasing role in hosting the world's students. This mixed-methods study compares the different motivations and experiences of international students within and outside the East Asian region. Based on findings, this paper suggests the possibility of Korea developing its position as a regional hub for education in East Asia. It also discusses related issues such as English-Medium Instruction in Korean higher education as well as strategies for international student recruitment. (HRK / Abstract übernommen).
Journal Article
Why study abroad? Sorting of Chinese students across British universities
This research contributes to the booming literature on the mobility of international students in higher education. We analyse university-level factors that affect the sorting of Chinese international students across British universities. We produced a unique data-set merging university-level data from the 2014 UK Higher Education Statistics Agency and the Higher Expectations Survey, supplemented by qualitative evidence from six focus groups for illustrative purposes. Our results, using nationally representative evidence for the first time, confirmed that university prestige is the most important driver for the sorting of Chinese students across British universities, together with further effects of the broader social and cultural offerings that the universities provide. Interestingly, the cost of study and marketing strategies deployed by universities do not seem to drive the Chinese students' university choices. Our findings underline the importance of diffuse institutional factors such as university rankings and their taken-for-granted status by students themselves.
Journal Article
The OECD and the expansion of PISA: new global modes of governance in education
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful 'products' and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy-makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA-based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education.
Journal Article
The consequences of mobility : reflexivity, social inequality and the reproduction of precariousness in highly qualified migration
This book explores various forms of highly skilled mobility in the European Union, assessing the potential for this movement to contribute to individual and societal development. In doing so, the authors illustrate some of the issues arising from the opening up of Europe's borders, and exposing its education systems and labour markets to international competition. While acknowledging the potentially positive aspects of mobility, they also reveal many of the negative consequences arising from flaws in mobility governance and inequalities in access to opportunities, arguing that when the management of mobility goes 'wrong', we are left with a heightened level of precariousness and the reproduction of social inequality. This discussion will be of interest to those working within Europe's mobility infrastructure, as well as policymakers in the mobility field and students and scholars from across the social sciences. -- Provided by publisher.
Book
The Students We Share
Millions of students in the US and Mexico begin their educations in
one country and find themselves trying to integrate into the school
system of the other. As global migration increases, their numbers
are expected to grow and more and more teachers will find these
transnational students in their classrooms. The goal of The
Students We Share is to prepare educators for this present and
future reality. While the US has been developing English as a
Second Language programs for decades, Mexican schools do not offer
such programs in Spanish and neither the US nor Mexico has prepared
its teachers to address the educational, social-psychological, or
other personal needs of transnational students. Teachers know
little about the circumstances of transnational students' lives or
histories and have little to no knowledge of the school systems of
the country from which they or their family come. As such, they are
fundamentally unprepared to equitably educate the \"students we
share,\" who often fall through the cracks and end their educations
prematurely. Written by both Mexican and US pioneers in the field,
chapters in this volume aim to prepare educators on both sides of
the US-Mexico border to better understand the circumstances,
strengths, and needs of the transnational students we teach. With
recommendations for policymakers, administrators, teacher
educators, teachers, and researchers in both countries, The
Students We Share shows how preparing teachers is our shared
responsibility and opportunity. It describes policies, classroom
practices, and norms of both systems, as well as examples of
ongoing partnerships across borders to prepare the teachers we need
for our shared students to thrive.
eBook
Differentiated experiences of financial precarity and lived precariousness among international students in Australia
Empirical research on international student migrants has sometimes homogenised this group, framing it as predominantly made up of privileged members of the global middle-class. This has led to calls to acknowledge and address the precarity faced by international students in their respective host countries more comprehensively. This study aims to explore how levels of financial precarity vary among international students in Australia, and how this in turn contributes to varying levels of precariousness in the personal spheres of students' lives. In doing so, we centre and refine the concept of precarity for use in studies of internationally mobile students, arguing for its use as a 'relational nexus', bridging financial precarity and broader lived experiences. Drawing on a large-scale survey and semi-structured interviews with 48 students, we emphasise the linkages between financial precarity and precariousness as a socio-ontological experience, explored through the examples of time poverty, physical and mental wellbeing, and relationships. (HRK / Abstract übernommen).
Journal Article