International migration and remittance effects on school enrolment of children staying behind: The evidence from Tajikistan     

《International Journal of Educational Development》2021

This paper explores the impact of international migration on school enrolment of children staying behind in Tajikistan, by using data from a large nationally representative household survey. By correcting endogeneity and self-selection of migration and remittance with respect to school enrolment, the results show that migration of household members reduces the probability of enrolling in school by 10.3 percentage points for children who belong to households with migrants. The effect of parental migration is larger than migration of other household members. Receiving remittances does not fully offset the adverse impact of migration.  相似文献   

International students in the first years of senior secondary schooling in Australia: Longing for belonging     

《International Journal of Educational Development》2021

Most research on international students’ experiences has focused on tertiary settings and consistently shows that this cohort negotiates significant risks during their time abroad. This paper draws on data from the first year of a three-year Australian Research Council funded study to address the un(der)examined cohort of young people who complete their secondary school education as international students and temporary sojourners in Australia. We analyse the data from the initial interviews undertaken with 60 Year 10 international students during their first year of the senior secondary schooling. Drawing upon the theoretical resources associated with the politics of belonging, we ask if, and in what ways, students felt themselves to be marked as ‘other’ to constructed educational and social norms. We note the significant role that online activity played in helping students deal with feelings of disconnect and exclusion.  相似文献   

Beyond competition: a comparative review of conceptual approaches to international student mobility     

William Yat Wai Lo 《Globalisation, Societies & Education》2019,17(3):261-273

The existing literature offers an instrumentalist approach that focuses on how economic rationality underlies international student mobility (ISM). In response to these instrumentalist accounts, a critical approach emerges and reemphasises the importance of humanity and human rights in ISM and the process of internationalisation of higher education. However, this paper argues that these critical perspectives are insufficient to address the non-instrumental values of ISM. To address this argument, the paper uses the capability approach to reframe the meanings of ISM, thereby broadening the conceptual approaches to this aspect of internationalisation of higher education. Specifically, the paper suggests that international mobility is a way to promote individual freedom. On the conceptual basis of the capability approach, the paper identifies three interrelated orientations for future research on the impact of mobility on international students.  相似文献   

Why study abroad? Sorting of Chinese students across British universities     

Héctor Cebolla-Boado  Yang Hu 《British Journal of Sociology of Education》2018,39(3):365-380

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.  相似文献   

Support services for higher degree research students: a survey of three Australian universities     

Pujitha Silva  Karen Woodman  Acram Taji  James Travelyan  Shamim Samani  Hema Sharda 《European Journal of Engineering Education》2016,41(5):469-481

A survey was conducted across three Australian universities to identify the types and format of support services available for higher degree research (HDR, or MA and Ph.D.) students. The services were classified with regards to availability, location and accessibility. A comparative tool was developed to help institutions categorise their services in terms of academic, administrative, social and settlement, language and miscellaneous (other) supports. All three universities showed similarities in the type of academic support services offered, while differing in social and settlement and language support services in terms of the location and the level of accessibility of these services. The study also examined the specific support services available for culturally and linguistically diverse (CALD) students. The three universities differed in their emphases in catering to CALD needs, with their allocation of resources reflecting these differences. The organisation of these services within the universities was further assessed to determine possible factors that may influence the effective delivery of these services, by considering HDR and CALD student specific issues. The findings and tools developed by this study may be useful to HDR supervisors and university administrators in identifying key support services to better improve outcomes for the HDR students and universities.  相似文献   

Investigating the link between self directed learning readiness and project-based learning outcomes: the case of international Masters students in an engineering management course     

R. A. Stewart 《European Journal of Engineering Education》2007,32(4):453-465

Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning outcomes for a particular course. However, many international students struggle to adjust to an Australian higher learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes the concept that international students who have higher readiness for SDL gain greater learning outcomes from project-based learning (PBL) approaches. To achieve this objective, a questionnaire survey of 26 students (65% of class) completing an engineering management course was conducted. Linear regression analysis provided evidence that SDL readiness was a key enabler for achieving learning outcomes from PBL. In particular, having high self-management skills was shown to be the most significant and reliable predictor for achieving learning outcomes from PBL. Through understanding students SDL readiness at the commencement of their engineering programmes, academics can better tailor PBL support mechanisms to achieve desired learning outcomes.  相似文献   

关于外国人民事法律地位之思考     

肖修娟 《商丘职业技术学院学报》2007,6(6):20-21

中国自古以来都是泱泱大国，礼仪之邦，在对待外国人问题上一向显示着大国气度。时至现今，这种思想仍然在现实生活中产生着影响。我们应该本着平等互惠的立场，给予外国人合乎国际正义的待遇，既要防止和消除对外国人实行各种法律和事实上的歧视，也要减少和避免内外有别的“超国民待遇”的法律法规的出台和适用，使外国人在中国享受最大限度范围内的全面充分的平等和自由，  相似文献   

International brand alliances and co-branding: antecedents of cognitive dissonance and student satisfaction with co-branded higher education programs     

Stephen Wilkins  Muhammad Mohsin Butt  Troy Heffernan 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):32-50

The study investigates how in international partnerships the brand credibility of each partner, student-institution identification with each partner, and perceived service quality relate to student satisfaction. A structured survey questionnaire was completed by 528 students taking a co-branded higher education program in Hong Kong or Sri Lanka. The results indicate that the brand credibility of a foreign institution is a stronger influencer on student identification with the foreign institution as compared to the relationship between credibility and identification with the local partner. The negative relationship between organizational identification and cognitive dissonance for each institution in the partnership is also stronger for the foreign institution. As the popularity of international partnerships and co-branded higher education programs continues to grow, the importance and dominance of foreign brand credibility and student identification with foreign institutions is recognized.  相似文献   

我国商业银行信息披露法律制度及其完善     

肖金发 《福建教育学院学报》2006,7(1):85-89

《商业银行信息披露暂行办法》是我国商业银行信息披露管理方面一个里程碑式的文件。但是我国商业银行信息披露仍然存在很多问题,相应的法律法规与国际标准或国际惯例仍然存在很大的差距。当前,我国必须尽快依照《暂行办法》推动信息披露的制度化,突出披露重点,完善披露法规,防范信息披露风险。同时也必须参照国际上通行的标准和国际惯例,进一步完善我国的商业银行信息披露法律制度。  相似文献   

Globalisation of education policies: does PISA have an effect?     

Marjaana Rautalin  Pertti Alasuutari  Eetu Vento 《教育政策杂志》2019,34(4):500-522

The paper examines the role of PISA in the globalisation of education policies. It approaches the question by assessing the effects of PISA on the ways in which new legislation was debated in national contexts in the period 1994–2013. The study asks: Has there been an increase in the number of references to the international community in debates on education policy due to PISA, and, if so, is this change confined to debates on education policy? Our analysis shows that education policy debates feature an increasingly global discourse in which organisations such as the OECD have an authoritative role. Yet, our findings do not support the claim that PISA is the cause of a change in this respect. Debating national policies in a global context and utilising the same transnational discourses regardless of the policy issue area in question has long been with us, yet there is a global trend in which national policies are increasingly often debated through appeals to models and policy advice promulgated by international organisations.  相似文献