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1.
Anne C. Campbell 《欧洲教育》2019,51(2):147-163
Many international scholarship programs expect that graduates will return home to apply their education for socioeconomic development, yet national contextual factors shape these anticipated outcomes. Through comparing Georgia and Moldova, this research examines how one contextual factor—the home government’s reforms—influenced U.S. higher education graduates’ pathways. Notably, the decade-old, pro-democratic revolutions in each country were identified as “critical moments” that shaped how international scholarship alumni estimated their role and responsibility in their country’s progress. Findings contribute to nuanced understanding of how student mobility influences change in post-Soviet countries, leading to improved international education programs. 相似文献
2.
Mignonne Breier 《Higher Education》2010,60(6):657-670
While the role of financial considerations in higher education student dropout is being recognized increasingly, the dominant
international literature fails to reflect the extent of socio-economic deprivation among students in countries where many
people live below the poverty datum line. This article draws on a study of student retention and graduate destination at seven
HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished
students. The study found many students left before completing a qualification because they were too poor to stay. A model
of student departure is presented which draws on the very influential work of Vincent Tinto but also allows for greater emphasis
than he did on students’ ability to pay (real or perceptual) and demarcates the times in the academic calendar when finances
present their greatest challenge to retention. The model also invites consideration of the national and international factors
which impact on the social/economic/political milieu in which students’ persist-or-depart decisions are made. 相似文献
3.
Yoko Kobayashi 《Higher Education》2010,59(3):323-333
Drawing from social identity theory and its categorization process, the present study crossexamines Japanese students’ contrastively
different attitudes toward Asians and European (-looking) people in two different contexts: (1) Japanese students in the overseas
English language school context who perceive a sense of solidarity with other Asian, particularly Korean, students in the
presence of European students and (2) Japanese students’ yearning for ‘white English’ speakers in Japan and their disregard
for Asian and African-looking students on campus. Based on primary data and literature knowledge base, the present study argues
that Japanese students’ inclination to make friends with other Asian friends in English speaking countries is context-bound
and once they return to their less multicultural home country, their intact yearning for the Imagined West is rekindled. Further
discussions are provided for those involved in international education and foreign language education as well as English-as-a-world-language
education in postsecondary education. 相似文献
4.
Su-Yan PAN 《Frontiers of Education in China》2011,6(1):106-138
This is a documentary study of education abroad policy in the People’s Republic of China (PRC) between 1978 and 2009. By examining
the dynamics underpinning the PRC state’s efforts to shape the flow of Chinese students and scholars from and into China,
this article reveals the major strategies that have enabled education abroad to become a source of brain gain. It argues that
China’s brain gain strategies feature three characteristics: a proactive diplomatic approach to international educational
relations; strategic dependence on foreign higher education resources and a decentralized economic mechanism to raise foreign-trained
human capital. The paper concludes by discussing the implications of Chinese experience for our understanding of the complex
and dynamic relations between the state, the market, universities and international relations as relating to cross-border
academic mobility, international educational relations, and national development in a globalizing world. 相似文献
5.
Nagwa Megahed Stephen Lack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,16(3):397-418
One aspect of the call for democracy in the recent Arab region uprisings is the issue of women’s rights and gender equality.
Three cultural and ideological forces have continued to shape the gender discourse in Arab Muslim-majority societies. They
are: “Islamic” teaching and local traditions concerning women’s roles in a given society; Western, European colonial perception
of women’s rights; and finally national gender-related policy reforms. This paper examines the past and present status of
women and gender-educational inequality in the Arab world with particular reference to Egypt and Tunisia, prior to and post
colonialism. Special attention is given to colonial legacy and its influence on gender and education; to current gender practices
in the social sphere with a focus on women’s modesty (hijab); to international policies and national responses with regard to women’s rights and finally to female participation in pre-university
and higher education. These issues incorporate a discussion of cultural and religious constraints. The paper demonstrates
similarities and differences between Egypt’s and Tunisia’s reform policies towards gender parity. It highlights the confrontation
of conservative versus liberal ideologies that occurred in each country with the implementation of its gender-related reform
policy. 相似文献
6.
This study examines the relationship between opportunity-to-learn (OTL) at home and students’ attainment of science proficiency.
The data set used was the 2006 PISA science US national sample. Data mining was used to create patterns of association between
home OTL variables and student attainment of science proficiency. It was found that students who failed to reach science proficiency
are characterized by having fewer than 100 books at home; these students are also found to take out-of-school individual or
group lessons with their teachers or with other teachers. On the other hands, students who reached science proficiency are
characterized by having more than 100 books at home, not taking any out-of-school lessons, and having a highest parent level
of graduate education. In addition to the above common characteristics, other home characteristics (e.g. computer and internet
at home and language spoke at home) are also identified in profiles of students who have reached science proficiency. We explain
the above findings in terms of current social-cultural theories. We finally discuss implications of the above findings for
future studies and for improving science education policy and practice. 相似文献
7.
A world-class university in China? The case of Tsinghua 总被引：1，自引：0，他引：1
Higher education, an integral part of China’s nation-building project, is a critical element in China’s strategic policy initiative
of building national strength through science and education. One way to achieve this goal is to develop a higher education
system of international stature. Perhaps more than any other country, through national programs such as 211 and 985, China
has been explicit in selecting its best universities for intensive investment, with the expressed aim of making them world-class
within coming decades, and contributing more to overall R&D and scientific development. Analysing how these top-tier universities
in China are reaching for the gold standard, and using Tsinghua University as an example, this article examines the role of
higher education in China’s rise and how Chinese universities are responding to the drive for innovation, against a background
of globalisation and internationalisation. It analyses the experience of Tsinghua, a Chinese flagship university, sometimes
dubbed ‘China’s MIT’, through an in-depth case study in an international context, seeking to answer the question of how far
Tinsghua embodies the qualities of a world-class university. 相似文献
8.
Comparative international tests of students' achievements have become increasingly popular over the past decade. An outcome of this widespread practice is the tendency of various countries to evaluate their national status according to their pupils' international ranking in such achievement tests, partly due to the common belief that high ranking is an indication of the nation's future ability to compete in the global market. Using PISA 2000 and PISA 2006 data, the present study aims to show that the low achievements of Israeli pupils were to be expected, and that their average scores are a reflection of the economic and demographic characteristics of their country. Our findings suggest that the public debate in Israel on school achievements has been magnified out of all proportion. We also discuss the educational policy which derives proposals for educational reform from a conception of globalisation of education. This policy focuses on the setting of standards for educational achievements aimed at improving pupils' place on the international scale. Finally, we claim that the focus on the international grading of educational achievements deflects public attention from an understanding of the significance of inequalities within the country. 相似文献
9.
Lili Dong David W. Chapman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,1(4):155-173
This study investigates the effectiveness of Chinese international education assistance through an examination of student
experience in the Chinese Government Scholarship Program, an important mechanism of Chinese foreign aid. Grounded in Pascarella’s
(1985) model of the impact of college on students, the study investigates participants’ level of satisfaction with their higher
education experience in China and their perception of the role of the scholarship program in promoting positive relationships
between China and the scholarship students’ home countries. Findings indicate that participants are generally satisfied with
their experiences in China and are positive about the impact of the program in building friendships with their home countries.
The authors discuss the implications of these findings in terms of China’s emerging prominence as a provider of international
development assistance. 相似文献
10.
Jae-Eun Jon 《Higher Education》2012,64(4):441-454
This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed. 相似文献
11.
《International Journal of Educational Development》1998,18(2):145-157
This paper analyzes the explanations suggested by language and educational policy scholars for the use of languages of wider communication in education in developing countries. Five explanations are discussed and critiqued, namely national integration, comparative cost, international communication, elite closure, and the world-system; each explanation is driven by assumptions about the nature of society (functional or radical-functional) and the level at which ‘society’ operates (national or international). Too narrow an adherence to a particular configuration of assumptions may foreclose for scholars a broad understanding of the dynamics which inform language policy decisions in developing countries. 相似文献
12.
Marvin J. Westwood W. Scott Lawrence David Paul 《International journal for the advancement of counseling》1986,9(3):221-230
A visitor to a new country is assaulted by many changes, both environmental and cultural. Expecting things to be different the visitor is shocked by what he/she finds, thus the term culture shock. A second shock, possibly more traumatic, awaits the international sojourner upon his or her arrival home. The experiences of the returnee typically do not match his or her expectations. Frequently, the individual returning home is not anticipating adjustment difficulties. Compounding the problem is the fact that re-entry has not been widely recognized or researched and thus, little has been done to help individuals to prepare for it.Focusing on international students, who by definition return home, this paper refers to a wide range of social, cultural, political, educational and professional difficulties. The many variables which determine the extent of re-entry shock are identified and discussed. A group program is suggested as one strategy for assisting those about to return home. The results of a pilot study of such a program illustrate how it can be a powerful force to minimize the disorientation and shock of re-entry.This paper serves as a challenge to all those who are responsible or work with international students. Re-entry preparation is also a prerequisite if individuals, institutions, corporations, home countries and host countries are to maximize the benefits and minimize the problems of studying or working abroad. 相似文献
13.
作为主权的汇率政策及其国际协调 总被引：1，自引：0，他引：1
周炼石 《华东师范大学学报(哲学社会科学版)》2004,36(2):104-110
运用汇率政策是每个国家的主权 ,日韩等国曾通过运用本币大幅贬值等政策而高速进入工业国和发达经济 ,但是 ,经济全球化趋势又要求国际社会对汇率政策进行协调 ,以维护世界经济的稳定和国际贸易的发展。日本发起人民币升值的舆论表明 ,汇率政策的国际协调要求已从针对发达国家扩展到针对发展中国家 ,这是汇率政策国际协调的转折点。因此 ,现有的汇率政策的国际协调体系已暴露出极大的局限性 ,要求有新的国际规则的诞生。汇率政策国际协调体系改革的总趋势是建立在平等基础上形成的世界性汇率协调组织和总协定 相似文献
14.
王新生 《衡阳师范学院学报》2008,29(2):55-60
经济全球化把世界上任何一个国家都纳入世界经济体系之中,导致各国对外经济的比重逐渐加大,各主权国家不得不加入国际经济组织和国际条约,采取共同行动以维护自己的经济利益。传统意义上的国家经济主权遭到削弱,国家经济主权的重心由维护国内经济事务的决定权逐步转移到争取国际经济交往平等参与权与决策权上来。主权让渡与共享成为国家经济主权变化的重要形态,选择性合作方式成为各国维护国家经济利益的重要手段。 相似文献
15.
文章以四川省6个行政村的204位返乡农民工为例,通过问卷调查和实地访谈发现,驱动农民工主动返乡创业的因素包括思乡情结、个人成就动机、国家政策和其他创业者的示范作用;迫使农民工被动返乡创业的因素有家庭照料压力、务工地经济发展状况和对城市工作与生活的不适;阻碍农民工返乡创业的主要因素有社会资本对比性损耗、创业环境不佳、市场信息获取渠道不畅通和自身风险承受能力弱等因素。最后,针对以上分析为推动农民工返乡创业提出相应的对策。 相似文献
16.
Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental
Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship
necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village
today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the
opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental
science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student
subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the
subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy
requirement and those already trained were significantly (P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly (P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were
more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students
from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus
Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year
old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International
Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The
need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting
the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in
the on-going paradigm shift towards “greening” the curricula of tertiary institutions and thus reinforces its implementation
by leaders of academe and policy makers worldwide. 相似文献
17.
周伟 《佳木斯教育学院学报》2012,(5):8+17
无论是发达国家还是发展中的国家,经济是其不可或缺的支柱,特别是在我国,目前正处于经济发展的重要体制转型时期,财政政策的调控对经济的增长和发展,发挥了极其重要的作用。在经济转型时期,不断完善我国的财政政策和支出收入机制,有着非常重要的现实意义。本文基于如何促进国民经济的发展,如何使财政政策和经济发展有效地结合,在体制转型时期来推动经济长足稳定健康的发展,然后分析了财政政策和经济发展的关系,以及如何推动经济的发展,最后对在经济转型时期财政政策实践中的得到的若干结论进行阐述。 相似文献
18.
Labour perspectives on the new politics of skill and competency formation: International reflections
Peter Sawchuk 《Asia Pacific Education Review》2008,9(1):50-62
Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the
goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced
capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social
control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning
capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding
the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines
recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included
in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’
rhetoric — in two countries where one might expect to see it blossom in application — brought down to earth by the realities
of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating
signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way,
from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway
and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of
the labour process itself. 相似文献
19.
We exploit changes in student funding policies across the four UK nations and the Republic of Ireland to conduct a natural experiment investigating the marginal effect of differing tuition fee levels on students' enrolment behaviour. Whilst previous international research suggests increases in fees suppress demand and disincentivise cross‐border educational migration, some studies in North America and Germany find an element of inelasticity of demand. In the UK, various commentators have predicted marked shifts in student mobility in response to variation in tuition fee prices by country, trends expected to sharpen following substantial planned rises in tuition fees from 2012. After outlining tuition fee policies in the UK and Ireland, we analyse data on student enrolment destinations across the five countries for the period 2000–2010. We find little evidence to support the notion that student mobility is driven by economic ‘rationality’. Enrolment rates have risen despite increases in tuition fees and there is a long‐term trend for students to stay at home. Students seem not to be ‘pushed’ out‐of‐country by higher fees, but may be discouraged from moving if fees are lower in‐country. Student mobility within the UK and Ireland follows well‐worn paths from and to specific countries and institutions. Finally, we consider the implications of our findings for student mobility in general and forthcoming changes to UK student funding policies in particular. 相似文献
20.
Changing academies: exploring international PhD students' perspectives on ‘host’ and ‘home’ universities 总被引：1，自引：0，他引：1
Anna Robinson‐Pant 《高等教育研究与发展》2009,28(4):417-429
As students move between universities on different continents, they are expected to adjust rapidly to the academic and cultural practices of their host university. Many of these students are higher educational professionals in their home country and on their return home they are faced with the challenge of how to fit back into – or whether to make changes in – their institution's established academic practices. I explored international PhD students' understanding of, and responses to, the perceived differences between academic cultures of host (UK) and home universities. Whereas some students regarded the changes made in how they conducted and wrote up educational research as temporary and strategic in order to pass the PhD course, others saw themselves as change agents. They were keen to transform academic practices once they returned home and were already actively working out politically and practically how to go about this. By reflecting on how educational research practices are changing and being influenced by the movement of academics between countries, I suggest how UK university departments can respond positively to the differing research practices in which international students engage in their home institutional contexts. 相似文献