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1.
利用1999—2018年169个国家的面板数据及工具变量法,实证检验了来华留学生教育对“稳外贸”的促进效应。结果显示,来华留学生教育显著促进了中国与生源国双边贸易发展,具有“稳外贸”作用,且相对于进口贸易,来华留学生教育更能通过增加中国出口贸易发挥“稳外贸”作用;分样本回归结果表明,来华留学生教育对中国双边贸易的影响效应具有稳固性;进一步研究发现,不同类别来华留学生对双边贸易均具有显著的正向影响,但存在差异,非学历来华留学生的影响强于学历来华留学生,中国政府奖学金留学生的影响强于非中国政府奖学金留学生。同时,来华留学生教育对贸易的影响会随着时间的推移而减弱,存在递减效应。上述结论对于我国在当前背景下,开展“稳外贸”工作具有一定的启示意义。 相似文献
2.
国际学生在一国发展中的战略地位毋庸置疑。在国际学生的招收和使用上,国家和政府不是被动的接收者,政府在国际学生的招收和使用方面扮演重要的建构性角色。通过梳理和解读国际学生流动政策和措施,文章进一步厘清了21世纪以来欧美发达国家国际学生流动政策背后的新自由主义和民族保守主义逻辑。欧美发达国家一方面意识到争夺国际学生对于在"全球人才竞赛"中增强国家竞争优势至关重要;另一方面为照顾本国日益消极的舆论和选民日益高涨的民族主义情绪,严格缩紧国际学生的移民签证。在不同阶段或者不同执政党领导时期,国际学生流动政策呈现出以国家利益为轴心,在新自由主义与民族保守主义之间来回摇摆的演变态势。如何在激烈的"全球人才竞赛"中保持优势与照顾到更加民族主义的国内舆论之间保持平衡,成为欧美国家国际学生流动政策的重点和难点。 相似文献
3.
Steve Woodfield 《Journal of Higher Education Policy & Management》2018,40(6):629-647
ABSTRACTLong-established paradigms around intensifying internationalism and ‘borderless-ness’ in the UK higher education (HE) sector are being challenged and disrupted by the nationalist drift of global political and socioeconomic forces. The UK’s international HE space is fragmented with neither a coordinated national policy nor a central agency overseeing sector-wide activity. Instead, national stakeholders interact in a ‘policymaking-sector expert nexus’ that itself engages internationally. UK institutions create structures to support ‘global engagement’ to help them to transcend national policy concerns and weather global ‘storms’, and to shape policy proactively. However, growing national policy divergence and competing policy priorities mean that enhanced coordination through a sector-level body must precede, and facilitate, the development of any UK-wide international HE strategy. A strategy will face the challenge of embracing institutional autonomy and mission diversity, recognising and value the full spectrum of international HE activities, and providing sufficient funding to leverage the implementation of institutional strategies. 相似文献
4.
The global growth of the International Baccalaureate Diploma Programme over the first 40 years: a critical assessment 总被引：2，自引：0，他引：2
Tristan Bunnell 《比较教育学》2008,44(4):409-424
The year 2007 was a highly significant one for ‘international education’ in an ‘internationally minded school’ context. It marked the fortieth anniversary of the first trial exam of the International Baccalaureate Diploma Programme (IBDP). This paper charts the rather random global growth of this programme, from it being a long‐awaited experiment in international education sat by 147 students in two schools, to it being a curriculum offered in 1779 schools in 128 countries. It is shown how the initially Eurocentric bias of the global spread has become a distinct North American one. At present 35% of schools can be found in the US, whilst Africa accounts for only 2%. In 38 countries there is a single school offering the programme. The wider implications of this regional disparity are explored, concluding that perhaps the programme requires a more critical and planned growth strategy. 相似文献
5.
《Critical Studies in Education》2013,54(2):104-121
Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case. 相似文献
6.
ABSTRACTThis paper contributes to discussions about the nature and scope of higher education (HE) business in light of some of the emerging ways in which countries seem to be reframing the impact of globalism. In particular, it develops a discussion about spatialities and temporalities of HE policy by drawing on the Kingdom of Bahrain’s distinctive approach to free markets, transnational capitalism, trade of international services and foreign influence. The paper draws on key HE policy documents and regulatory frameworks issued by the Higher Education Council in Bahrain. In the paper, we ask about priorities that drive HE investment in Bahrain, as well as their impact on the role of international input in HE policy building. We find that policymaking in Bahrain is driven by ‘nationalisation’ as a pragmatic strategy at the time of transition to a knowledge economy. We also find that these goals are transient, thus providing suggestions for policy analysis from the perspective of time intervals in a space. 相似文献
7.
V. M. Filippov 《Higher Education in Europe》1998,23(1):59-64
The author presents and describes various kinds of multinational universities. These include the national universities in multi‐ethnic developing countries, the universities that have been created in developed countries to serve large numbers of foreign students, and the universities, that, although created in the developed countries for the nationals of these countries, have ended up attracting large numbers of foreign students owing to their prestige. Then, evoking the role of universities and education in general as an aid to the foreign policies of given countries, the author concludes his paper with a presentation of the mission and the functioning of the Peoples’ Friendship University of Russia. 相似文献
8.
《Africa Education Review》2013,10(4):533-551
ABSTRACTThe contribution of universities to regional development has in the last few decades gained significant currency. Inter alia, this contribution has been through steered national, regional, and institutional policies aimed at enhancing national development, good governance, human capital creation and innovation in an increasing knowledge-dependent economy, and through the universities’ core technologies of teaching and research. Based on empirical findings from an African case study, this article argues that other forms of contributions to regional development exist, which are neither from deliberate efforts nor steered by direct policies. This article proposes new forms of contributions termed ‘unintended contributions’, in which universities become growth poles by virtue of being located in a particular region. Using the counterfactual and ‘export and import substitution’ methods of analysis, this study shows the various ways in which a rural university in Cameroon has ‘contributed to regional development as a ‘growth pole’. 相似文献
9.
Vivienne Anderson 《Higher Education》2014,68(5):637-652
In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity. 相似文献
10.
This account reports on some experiences of facilitating action learning with international business students. Interest in international student learning and the international student experience is significant and increasing with a considerable range of literature on the subject. Some of this literature is concerned with the perceived ‘problems’ or ‘deficits’ which international learners are said to bring to the UK university experience. Elsewhere the benefits which international students bring to the learning process are more positively highlighted. This paper describes some of the experiences derived from implementing action learning with a number of sets of international postgraduate business and management students in an HE business school setting. Specifically, it considers how educational, learning and cultural differences, expectations and assumptions influence the student experience, and how collaborative learning can be developed. 相似文献
11.
To date, scholarship on international students has generally focused on flows from non‐western economies to the main English‐speaking destination countries (such as the United States, the United Kingdom and Australia). In contrast, we draw on a qualitative study of 85 UK students who have either completed or are considering undertaking a degree programme overseas. We found that, in opposition to a common image of ‘international students’, UK students are not overtly motivated by ‘strategic’ concerns. Instead, they are seeking ‘excitement’ and ‘adventure’ from overseas study and often use the opportunity to delay the onset of a career and prolong a relatively carefree student lifestyle. Despite these ostensibly ‘disinterested’ objectives, however, UK students remain a highly privileged group and their experiences serve only to facilitate the reproduction of their privilege. The paper calls for a more critical analysis of the spatially uneven and socially exclusive nature of international higher education. 相似文献
12.
Transnational education students are an increasingly important source of income for higher education institutes. Student recruitment trade shows as a marketing communication tool are being used by the majority of higher education institutes and despite multi-million-dollar investments, little is known about the impact they have on the decision-making processes of transnational education students and the student recruitment efforts of the exhibiting higher education institutes. This research project discusses how international student recruitment trade shows can positively influence the perceived value students obtain from visiting these trade shows. The findings of this qualitative study show the positive effect higher levels of social emotions have on students’ perceptions of international study options from pre-purchase to post-consumption and on the effectiveness of student recruitment trade shows. 相似文献
13.
发达国家教育人员国际流动探讨 总被引：9，自引：0，他引：9
20世纪 90年代以来发达国家高等教育国际化的内涵不断丰富和扩展 ,其中人员的国际流动成为最基本的形式之一。各国积极采取措施 ,吸纳外国留学生 ,推进访问学者互访 ,鼓励本国学生到海外学习 ,并创建网络大学等新的交流模式。我国应进一步完善政策法规 ,加快高校内部改革 ,大力发展网络教育 ,以更好地适应高等教育国际化的趋势。 相似文献
14.
新疆对外贸易与经济发展相互关系研究 总被引：3，自引：0，他引：3
程云洁 《乌鲁木齐职业大学学报》2005,14(4):28-32
对外贸易是经济增长的“发动机”,许多国家和地区通过时外贸易来推动国家和地区经济发展。新疆对外贸易验证了与经济发展的互动关系,我区应大力发展对外贸易,带动经济增长。 相似文献
15.
服务业跨国投资的发展及其影响 总被引：26，自引：0，他引：26
俞梅珍 《华南师范大学学报(社会科学版)》2003,2(2):10-15
20世纪80年代以来，全球服务贸易自由化进程加快，服务产业的国际投资得到快速发展，尤其是服务企业的跨国并购浪潮一浪高过一浪，服务企业的国际化网络得以大大拓展。这对拉动全球服务产业的发展及世界经济的整体发展产生积极影响；同时，进一步调整着发达国家与发展中国家在国际分工中的利益分配，服务产业落后的发展中国家在国际经济竞争中将处于更加不利的地位。 相似文献
16.
Policies and programmes pursuing the universalisation of elementary education (UEE) in developing nations have been influenced by a set of complex forces in international, state, and local arenas. This paper explores how a large‐scale standardised assessment programme shaped by international and market‐oriented discourses has been differently re‐worked in the south Indian state of Karnataka. We draw on observation and interview data with educators and administrators to shed some light on their roles in reconstituting the meaning and practice of this programme. The intended frameworks of ‘borrowed’ education policies are not always reproduced or sustained in local contexts. Our paper shows how policies, rather than ‘borrowed’ from one context to another, undergo a process of ‘translation’ involving the contextualisation and inevitable transformation of policies. 相似文献
17.
Dr Esther Muddiman 《British Journal of Sociology of Education》2018,39(5):607-622
Both educational policies and academic literature assume that students take an instrumental approach to their studies at university. However, despite wide-ranging discussions in the academic literature about contemporary arrangements and practices in higher education, empirical examinations of these conditions are notably scarce. This article reports on a comparative qualitative study into undergraduate students’ accounts of studying business or sociology at universities in Britain and Singapore. Drawing on Eric Fromm’s distinction between learning as ‘having’ and ‘being’, the article demonstrates that – regardless of national context – those studying business displayed many elements of passive, instrumentalised, or ‘having’ orientations to learning, whilst those studying sociology showed clear signs of the more active and less instrumental ‘being’ mode of learning. By examining subject allegiance across national borders, this article underscores the importance of recognising subject choice, alongside other important contextual factors, in moving towards a nuanced understanding of student dispositions. 相似文献
18.
高等教育的国际化:外国学生政策之比较分析(续) 总被引：1，自引：0，他引：1
高等教育的国际化主要可以由学生、教师、课程及研究这四个方向来进行。由于国际学生的流动人数庞大,其消费构成价值数百亿美元的市场,因此招收外国学生不只有利于长期政治、经贸关系的耕耘。国家竞争力的提升,更是重要的外销服务性产品,故工业先进国家和区域性组织将之视为既是高等教育、也是政治和经济的重要策略。为了进一步了解高等教育国际化的内涵与策略,本文由高等教育国际化的历史发展、高等教育国际市场的类型与规模切入,并分析欧盟、荷兰、澳洲、日本和马来西亚等国的相关政策。透过比较研究,本文指出高等教育国际化具有多重目标、留学生选择留学国家时考虑多重因素,因此为了完成高等教育国际化的特定目标,各国／区域组织必须选择对应策略。值得注意的是,高等教育国际化固然有其重要性,但是过度重视招收外国学生也可能带来负面影响。 相似文献
19.
高等教育的国际化:外国学生政策之比较分析 总被引：13，自引：0，他引：13
高等教育的国际化主要可以由学生、教师、课程及研究这四个方向来进行。由于国际学生的流动人数庞大 ,其消费构成价值数百亿美元的市场 ,因此招收外国学生不只有利于长期政治、经贸关系的耕耘、国家竞争力的提升 ,更是重要的外销服务性产品 ,故工业先进国家和区域性组织将之视为既是高等教育、也是政治和经济的重要策略。为了进一步了解高等教育国际化的内涵与策略 ,本文由高等教育国际化的历史发展、高等教育国际市场的类型与规模切入 ,并分析欧盟、荷兰、澳洲、日本和马来西亚等国的相关政策。透过比较研究 ,本文指出高等教育国际化具有多重目标、留学生选择留学国家时考虑多重因素 ,因此为了完成高等教育国际化的特定目标 ,各国 /区域组织必须选择对应策略。值得注意的是 ,高等教育国际化固然有其重要性 ,但是过度重视招收外国学生也可能带来负面影响 相似文献
20.
Undergraduate students who are required to withdraw from university: The role of ethnicity 
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下载免费PDF全文 Ruth Woodfield 《British Educational Research Journal》2017,43(2):230-252
A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education. 相似文献