Aspiration for global cultural capital in the stratified realm of global higher education: why do Korean students go to US graduate schools?

Kim, Jongyoung

doi:10.1080/01425692.2011.527725

Cited by 162 publications

(131 citation statements)

References 23 publications

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“…We would encourage future research to expand the focus from a select few-be they expatriates, global executives, or high potentials-to explore a wide pool of potential global talent. Despite recent findings that heavy reliance on too many formal job tests might reduce workforce diversity (Dobbin, Shrage, & Kalev, 2015), we recognize the increasing use of "big data" indicates that cosmopolitanism constitutes a new form of cultural capital (Bourdieu, 1986;Levy & Reiche, 2017) that is used instrumentally to construct status distinctions and symbolic boundaries between individuals and groups (e.g., Bourgouin, 2012;Bühlmann, David, & Mach, 2013;Igarashi & Saito, 2014;Kim, 2011). 10 Thus, cosmopolitans may claim and maintain a dominant position in a globalized world by framing various forms of crosscultural knowledge and experience as valuable and delegitimizing other cultural resources by labeling them as local, parochial, or outdated (Lamont & Molnár, 2002).…”

Section: Directions For Future Researchmentioning

confidence: 99%

Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes

Levy¹,

Lee

Jonsen

et al. 2018

Journal of Management

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TRANSCULTURAL BROKERAGE: THE ROLE OF COSMOPOLITANS IN BRIDGING STRUCTURAL AND CULTURAL HOLES ABSTRACTThe growth and proliferation of global systems and transnational cultures have generated larger and more diverse types of cosmopolitans, all of whom span conventional social boundaries. Understanding this diversity is increasingly important because cosmopolitans often bridge across a wide range of transnational and global networks within and across global organizations. Drawing on multiple disciplines, we conceptualize cosmopolitanism as an embodied disposition characterized by high levels of cultural transcendence and openness that are manifested in and enacted along varied trajectories of cultural embeddedness in one's own culture and cultural engagement with the cultural Other. We then propose an analytical framework for the influence of cosmopolitan disposition on transcultural brokerage processes, specifically on bridging structural and cultural holes. Finally, we present a typology of cosmopolitan brokers and their corresponding practices and activities as they engage in transcultural brokerage. By recognizing the diversity and complexity of cosmopolitans and their respective dispositions, we significantly expand the pool of "global talent" beyond the traditional focus on expatriates, and we challenge the conventional wisdom on who counts as talent in an interconnected world.

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Section: Directions For Future Researchmentioning

confidence: 99%

Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes

Levy¹,

Lee

Jonsen

et al. 2018

Journal of Management

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“…This position has resulted in those families who were advantaged under the Soviet system using 'new tactics' -including paying for English language classes, private tutors, and private sector education -in order to facilitate the intergenerational transmission of class advantage (Roberts et al, 2009: 77). Securing positional advantage in the labour market and transforming one's future life chances was the overt aim of the young men and women we interviewed, suggesting that like their East Asian counterparts (Huang and Yeoh, 2005;Kim, 2011), overseas education is the latest strategy in Central Asia as young people of both genders seek to (re)produce middle-class identities in changing economic circumstances (Roberts, 2010):…”

Section: Setting Oneself Apartmentioning

confidence: 99%

Educational Mobility and the Gendered Geography of Cultural Capital: The Case of International Student Flows between Central Asia and the UK

2012

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International student mobility from East to West has grown rapidly as the middleclasses have sought to reproduce their advantage in the context of changing socioeconomic circumstances. Existing research shows that middle-class students and their parents are increasingly using overseas educational qualifications -an institutionalised form of cultural capital -to ensure they stand out in the competition for lucrative employment. This paper makes two unique contributions to these debates. Firstly, it broadens the spatial frame away from East Asia to the emerging educational markets in post-Soviet Central Asia, and specifically Kazakhstan. This shift allows examination of similarities in students' accrual of cultural capital between regions, but also highlights spatial specificity in these flows. Secondly, it moves beyond narrowly class-based approaches to spotlight the importance of gender, sexuality and religion in geographies of cultural capital. Middle-class social reproduction helps drive international student mobility, but class is experienced differently by young men and women in the context of locally-specific forms of heterosexuality, which in this case-study reflect the cultural importance of Islam. Class matters, but to fully understand its importance in student mobility we must trace its intersections with other axes of social difference.1 All authors made an equally valuable contribution to this research.2

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“…Institutional reputation is being critically impacted by international reputation (Mazzarol and Soutar 2002;Hazelkorn 2011;Kim 2011;Findlay et al 2012). Symbolic capital, the perception and meanings accorded to a particular qualification and institution (Bourdieu 1984;Thurlow and Jaworski 2006), impacts reputation, which determines the capacity to attract international students, in turn impacting institutional resources and success (Naidoo 2003;Marginson 2006).…”

Section: Introductionmentioning

confidence: 99%

Constructing a national higher education brand for the UK: positional competition and promised capitals

Lomer

Papatsiba

Naidoo

2016

Studies in Higher Education

114

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This article examines national branding of UK higher education, a strategic intent and action to collectively brand UK higher education with the aim to attract prospective international students, using a Bourdieusian approach to understanding promises of capitals. We trace its development between 1999 and 2014 through a sociological study, one of the first of its kind, from the 'Education UK' and subsumed under the broader 'Britain is GREAT' campaign of the Coalition Government. The findings reveal how a national higher education brand is construed by connecting particular representations of the nation with those of prospective international students and the higher education sector, which combine in the brand with promises of capitals to convert into positional advantage in a competitive environment. The conceptual framework proposed here seeks to connect national higher education branding to the concept of the competitive state, branded as a nation and committed to the knowledge economy.

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Aspiration for global cultural capital in the stratified realm of global higher education: why do Korean students go to US graduate schools?

Cited by 162 publications

References 23 publications

Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes

Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes

Educational Mobility and the Gendered Geography of Cultural Capital: The Case of International Student Flows between Central Asia and the UK

Constructing a national higher education brand for the UK: positional competition and promised capitals

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