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1.
This paper reports on first year experiences of international students who use English as an additional language (EAL) in higher education in Australia. It examines how valued resources can foster a positive educational experience of these students from sociological perspectives. It draws data from an interview study, exploring narrative accounts of 17 EAL international students from nine countries about their educational relations and strategies across their first year of study. Their narratives were analysed through Bourdieu's concepts of field, habitus, capital and legitimation, as well as tools of narrative inquiry. The paper finds that the students took up strategies to realign their capital portfolios with new rules of the game. Their decisions were dependent on their personal trajectories and conditions on offer. This paper suggests that more effort needs to be made to understand international students' differentiated access to valued resources in higher education.  相似文献   

2.
Understanding factors influencing international students' decision to engage in international education is essential for education providers to better cater for students' educational expectations and enhance their attractiveness to international students. Whilst there has been extensive research on the reasons why international students undertake cross-border higher education, international students' motivations for enrolling in vocational education and associate degree programmes are still under-researched. Drawing on semi-structured interviews with 30 international students from China, this research found that pathway to higher education appears to be the most important factor motivating international students to undertake vocational education and associate degree programmes. In addition, prospect of immigration, English language proficiency, previous academic performance, agent's recommendations and relatives' and friends' advice are amongst the important factors that students take into account in their decision to choose vocational education and associate degree programmes. This research also examines why Chinese international students have chosen vocational education programmes in a dual-sector university over vocational education colleges. It found that the flexibility to articulate to higher education, international reputation of the programme, practical training and favourable location are key issues that these students draw on when making their decision to study in a dual-sector university.  相似文献   

3.
The aspirations and expectations of the growing international student cohort in Australia are implicitly incorporated into recruitment and internationalization strategies but have received little academic analysis. To address this gap in the literature, this paper develops a conceptual model built upon earlier research by Tim Mazzarol and Geoffrey Soutar, which focuses on the push and pull factors relating to home country and country of destination, respectively, in relation to students' decisions to seek international study. Focusing predominantly on Chinese and Indian students, we conceptualise, extend and place the push and pull factors within a social psychological framework in relation to students' aspirations and expectations of international education, indicating factors that can be influenced by higher education (HE) institutions and their programmes, and those which cannot. We then interrogate the model and its applicability in Australian HE through the case study of an Indian international Study Tour conducted in our Australian HE institution in 2009. In the present context of decreased international student enrolments in Australia in 2010, where we seek to better understand our international students, the proposed model provides a basis for identifying international students' expectations and aspirations and developing prospective international relations.  相似文献   

4.
Drawing from a qualitative study with 13 female international students from Japan to the United States, this article examines ways in which studying abroad has impacted the students' social and ethnic identities. Findings indicate that while the students did experience social marginalization, they did actively resist it and individually and collectively tried to find ways to integrate in their new social context. Furthermore, and while the students' discussions expressed a strong ethnic identity upon relocation, they did not plan to go back to their native country upon graduation. The discussion centres on the theoretical contributions of this work and attempts to identify directions for institutions of higher education that enroll international students.  相似文献   

5.
The increasing number of people studying abroad has drawn significant scholarly attention to the experiences of international students. While these works have productively informed policy and practice regarding how international students may be better supported, they have not always considered the active ways international students contribute to higher education. This article suggests that adopting the notion of experience as a conceptual starting point is problematic because it only partially illuminates international students' agency and reproduces understandings of them as a vulnerable group. The more active notion of practice, by contrast, suggests a more agentive subject who is a pivotal actor in spaces of education. The main argument in this article is that the abiding focus on international students' experiences will be productively unsettled by orienting attention to their practices and theorising the notion of practice in more fluid and dynamic ways. After critically engaging with the existing literature, the article outlines four ways that a focus on international students' practices may reanimate debates. A focus on practice will: (1) show how international students actively contribute to spaces of higher education, including classrooms, campuses and other sites of sociality; (2) demand that researchers theorise agency in more expansive ways and consider the practices of a broader set of social groups; (3) encourage researchers to make use of a wider set of qualitative research methods; and (4) create a stronger political foundation from which to defend the interests of international students in a post-COVID-19 world.  相似文献   

6.
ABSTRACT

This exploratory study on the global middle class (GMC) examines three representative experiences of the tens of thousands of Anglo-Western international schoolteachers (ISTs), who teach in private, K-12, English-immersion international schools for extended periods of time. The notion of GMC provokes consideration of social class making and forms of belonging of professional and managerial service workers who are ‘middling actors’ in the flows of transnational migration. We ground our analysis by examining three IST families as a unique group within the GMC. We find that ISTs, oriented by pre-sojourn middle-class histories, differentially (re)fashion their social class locations in the more elite transnational milieu of the international schools. These families accumulate and exchange economic, cultural and social capital under their transnational routes, connections and returns. Their children’s access to an elite international education as a condition of their international employment represents a unique form of school choice.  相似文献   

7.
One of the major educational goals of the internationalisation of higher education is to prepare students to function in an international and inter-cultural context. Cultural diversity on university campuses creates ideal social forums for inter-cultural learning, yet, one of the most disturbing aspects of the internationalisation of higher education in Australia is the lack of interactions between local and international students from Asian backgrounds. This article examines the factors which students believe are affecting the formation of mixed groups for the completion of academic tasks. It also explores the nature of change in students' perceptions after a successful experience of mixed group work. The focus on both local and international students' appraisals of the situation highlights the two-way, interactive nature of group formation and shows how both parties share some responsibility in the lack of cultural mix.  相似文献   

8.
Although numerous studies have explored international students' experiences, there is a dearth of research exploring the perspectives of professionals who have contact with international students. The present study addresses this gap in the literature by providing an analysis of higher educational professionals' (n=11) perspectives of international students' experiences and analysing the challenges which arise when working with international students. In this study, semi-structured interviews were conducted with staff from a large Irish Higher Education Institution. Participants described a range of difficulties experienced by international students, including sociocultural and psychological difficulties, and outlined a number of challenges which exist when dealing with international students, most of which relate to cultural differences and lack of interest in internationalisation. The findings have important policy and practical implications for higher education service provision and point to the need to consider internationalisation as a process which can be enriching for international students, host students and staff members alike.  相似文献   

9.
This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada.  相似文献   

10.
This article discusses how in South Korea, English-medium international schools, initially established to educate foreign residents, have recently transformed themselves into private providers of global education for South Koreans. The article explains the social, economic and political circumstances under which the South Korean government has allowed this transformation to take place in response to the forces of globalisation as well as to South Korean elites' educational demand. The article argues that English-medium international schools are elite-class reproducing institutions. The role of English, one of the major imperatives of global capitalism, will also be discussed, as this language has been impinging on South Korea's education and labour market.  相似文献   

11.
ABSTRACT

Drawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other.  相似文献   

12.
Despite numerous problems with outcome‐based assessment systems, claims that they enhance learners' motivation and autonomy resonate with research interest in how young people develop cultural and social capital. However, research has not yet explored the ways in which assessment systems affect the forms of capital embedded within them. This paper applies concepts from a growing body of work on social and cultural capital in education to data from a study of assessment policy and practice in the Advanced General National Vocational Qualification (GNVQ) in two further education colleges. It evaluates how norms, practices and dynamics created by the GNVQ assessment regime interacted with other factors in students' lives and the learning programme itself. These interactions shaped cultural and social capital inside a learning ‘comfort zone’ and affected students' motivation and attitudes to learning. The article evaluates the implications of these factors for the types of cultural and social capital that may be on offer in different assessment regimes. In particular, it raises questions about the extent to which social and cultural capital are empowering or constraining, and offers ideas for further research in this area.  相似文献   

13.
International mindedness is considered by many educational researchers and organizations as a determining feature in international education. This article used data as part of a PhD case study inquiry to explore how international mindedness is developed by two students in an IB school in an Indian Ocean Island Nation. Through a qualitative approach within an interpretivist paradigm, it provides insights into the complexities of the students' development of international mindedness through the following questions: Why do the students aspire to develop international mindedness? What are the tensions they experience in developing it through the theory of knowledge programme in the International Baccalaureate Diploma Programme (IBDP)? Using socio-cultural frameworks, the article discusses theories on knowledge development, identity and post-colonialism. Data were collected through a survey, journal entries and interviews. The analysis was conducted using theoretical sampling, categorization and coding. The findings revealed that students' cultural backgrounds and identities are critical factors determining their sense of engagement with the development of international mindedness in the IBDP. They indicated also that the Diploma Programme (DP) knowledge content needs to be carefully addressed by the International Baccalaureate (IB) host school, which also must consider the socio-cultural and historical factors of the country in which it is found, in negotiating a locally meaningful implementation of the IB's international mindedness.  相似文献   

14.
Ireland was one of the 38 countries/education systems that participated in the International Civic and Citizenship Education Study (ICCS) in 2009. This is the first international comparative study in this area in which Ireland has participated since 1971. The study measured the civic knowledge of 14-year-olds and their attitudes towards, and beliefs about, various civic and citizenship issues. The current paper focuses on indicators of students' and (to a lesser extent) parents' participation in school life. Although active participation in school is emphasised in, for example, the Education Act of 1998, little empirical work in Ireland has defined or examined actual levels of participation in post-primary schools, or students' views of their opportunities to participate, and ICCS provides information on these issues in an international comparative context. Findings indicate that despite a relatively strong civic knowledge base among students in Ireland, levels of participation compare less favourably with other countries. Results are discussed in the wider context of the Irish education system.  相似文献   

15.
International student mobility contributes to a knowledge-based economy and forms an important component of a highly educated migration. This paper aims to identify how far political factors—including political discrimination, restrictions, freedom, UK migration policies and social cultural norms and policies—enhance or inhibit individuals' capabilities to become mobile. It offers a novel conceptualisation of mobility, drawing on structuration theory and the capability approach, to reveal the link between structure, capability and agency in the mobility process. Semi-structured in-depth interviews were conducted with 40 PhD students, two professors from Turkey in the United Kingdom and three international education experts. A capability list established shows how mobility occurs when students' capabilities (freedoms) fail to flourish and they lose their power (capacity) to influence society due to the political environment in the home country. ‘Impo-mobility’, derived from the word ‘imposed’, is proposed to refer to highly educated people having to become mobile as a result of impositions placed upon them by home and host-government political practices. An appealing political environment is necessary if Turkey is not to lose highly educated individuals and the United Kingdom is to remain a global player in international higher education.  相似文献   

16.
This paper unpacks the meanings and implications of the mobility of international students in vocational education – an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students ‘become’ the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of ‘becoming’. Mobility as ‘becoming’ encompasses students’ aspirations for educational, social, personal and professional development. Theorising mobility as ‘becoming’ captures international students’ lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as ‘becoming’, this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu’s forms of capital in understanding the logics and practice of the social field – international student mobility.  相似文献   

17.
EU neighbouring countries (partner countries) have made considerable efforts to improve their vocational education and training (VET) systems, with different policies and strategies that take account of country-specific priorities in human capital development. This article addresses the donor community. It analyses the role of partner countries' VET in contributing to human capital development in order to benefit better from the globalised economy. The emerging debate on the role of VET in these countries and among donors is considered in terms of the functional dimensions of employability, productivity and sustainable growth, taking into account the economic, social and ecological dimension of growth and development. Not addressed is the systemic perspective on VET in terms of improving existing curricula, learning arrangements and textbooks. The article focuses, rather, on functional dimensions of VET that are relevant to achieve development goals and makes some recommendations for international cooperation. Given the complexity of multi-stakeholder-driven VET systems, cooperation needs to build on existing VET structures. Moreover, cooperation must contribute to an effective reform implementation.  相似文献   

18.
This article provides a conceptual base for pedagogy that embraces and incorporates the assets of nontraditional students in higher education and advocates for practice that honors and builds on students' cultural and social capital. It describes the challenges and opportunities faced by nontraditional students within institutions of higher education, focusing specifically on early childhood teacher preparation programs. The article proposes the use of narrative/storytelling practice as a way to generate inclusive and transformative learning that expands upon the wisdom of students' lived experiences. A set of recommendations is offered for incorporating this type of pedagogy in order to provide nontraditional students with meaningful learning and an environment that supports the social networks they require to be successful.  相似文献   

19.
如何管理时间对于大学期间文化和社会资本的积累至关重要。本研究利用一项持续多年的追踪调查数据分析了精英高校的大学生在初入大学阶段时间使用方式上是否存在显著的城乡差异，以及特定的家庭背景、成长经历对其时间使用的影响。研究发现，城乡大学生在学习活动、娱乐活动、志愿活动和生命维持活动上的平均投入时间基本相似，但在创收活动、学生活动和社交活动等方面的平均投入时间存在显著差异，学生的家庭背景及其成长过程中积累的文化资本是重要的解释性因素。时间使用既是社会结构的产物，也塑造着社会结构，认识精英高校农村籍学生的时间使用风格对于理解他们适应精英高校环境的结果至关重要。  相似文献   

20.
本文从社会资本理论的视角,探讨了我国民办高等教育的社会公益性。首先,通过剖析相关理论,阐述了民办高等教育社会公益性的内涵;其次,通过分析社会资本在民办高等教育发展中的作用,论证了我国民办高校坚持社会公益性的必然性;第三,通过国际比较,探讨高等教育的公益性与公共财政投入之间的内在联系;最后,在相关论证的基础之上,阐明无论客观环境与主观条件如何变化,坚持社会公益性,必将是我国民办高等教育永恒的主题。  相似文献   

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