Ethical dilemmas in individual and collective rights‐based approaches to tertiary education scholarships: the cases of Canada and Cuba

Lehr, Sabine

doi:10.1080/03050060802481454

Cited by 10 publications

(4 citation statements)

References 17 publications

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“…9 Cuban scholarships (which cover school and university fees as well as all accommodation, food and medical costs whilst in Cuba) allow non-Cuban educational migrants to be trained in essential professions (in particular medicine and nursing) under the strict proviso that graduates will return to their locations of origins as a means of increasing these countries' self-sufficiency and socio-economic development. Challenging the dependencies and power imbalances which habitually characterise north-south development 'partnerships', the Cuban model of south-south cooperation is receiving increasing attention from analysts interested in exploring the longer-term impacts of Cuban educational internationalism on southern beneficiaries (see Fiddian-Qasmiyeh 2010a; see also Richmond 1990Richmond , 1991Hickling-Hudson 2000Lehr 2008aLehr , 2008b.…”

Section: Cuban Scholarships For Refugeesmentioning

confidence: 99%

Paradoxes of Sahrawi refugees' educational migration: promoting self-sufficiency or renewing dependency?

Fiddian-Qasmiyeh

2011

Comparative Education

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Section: Cuban Scholarships For Refugeesmentioning

confidence: 99%

Paradoxes of Sahrawi refugees' educational migration: promoting self-sufficiency or renewing dependency?

Fiddian-Qasmiyeh

2011

Comparative Education

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“…Scholarship evaluations tend to report high rates of return home (e.g., Enders & Kottmann, 2013) compared with the intentions of international students generally (e.g., Sykes & Chaoimh, 2012). Nonetheless, concern has been expressed about the effect of scholarships on local labor shortages during study leave (Bryant & Wrighton, 2008) and their is potential for conflicting priorities when foreign governments simultaneously run scholarship programs variously aimed at ODA and global talent acquisition (Lehr, 2008). It is thus important that scholarship programs are able to be assessed in comparison with alternatives that do not involve international sojourning, to examine whether any brain drain is offset by their capacity to outperform alternative approaches to technical skill development, intercultural sensitivity, generation of soft power, leadership development, or other policy aims.…”

Section: Considering Analysis Approachesmentioning

confidence: 99%

Approaches to Analyzing the Outcomes of International Scholarship Programs for Higher Education

Mawer

2017

Journal of Studies in International Education

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International scholarship programs for higher education attract a substantial body of funding each year from national governments, supranational bodies, large charitable foundations, higher education institutions, and many smaller organizations. With aims variously shaped by international development and public diplomacy considerations, international scholarships fund students at higher education institutions worldwide. As the investment in, and scope of, scholarship programs has expanded, concurrent commitment to analysis and evaluation of their outcomes—both to improve policy making and justify further funding—has increased. This article explores several of the key methodological and conceptual challenges in the evaluation of international scholarship outcomes, focusing on the relationship between aims and outcomes, difficulties with “attribution” and “contribution,” and scholarship programs in comparison with their alternatives. The relationship between evidence gathering and policy making is considered in context of international scholarship programs, and several potentially useful future developments in evaluation approaches are suggested.

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“…Unfortunately, they suffer from small or very small sample size, most times below 500 subject-specific observations (e.g. Badikyan, 2011;Bond et al, 2006;Lehr, 2008;Silver, 2012).…”

mentioning

confidence: 99%

“…International students or researchers in a scholarship programme mostly leave the respective host countries after graduation (Hein and Plesch, 2008;Lehr, 2008;van de Sande et al, 2005). This is related to specific features of the scholarships, i.e.…”

mentioning

confidence: 99%

Internationally mobile students and their post-graduation migratory behaviour

Weisser

2016

OECD Social, Employment and Migration Working Papers

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JT03398562Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language -English or Frenchwith a summary in the other.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. This document has been produced with the financial assistance of the European Union. The views expressed herein can in no way be taken to reflect the official opinion of the European Union.Grant: HOME/2013/EIFX/CA/002 / 30-CE-0615920/00-38 (DI130895)A previous version of this paper was presented and discussed at the OECD Working Party on Migration in June 2015.The paper investigates the preferences and post-graduation mobility behaviour of international students, focusing on how the EU could succeed in attracting and keeping highly educated talent from across the globe. Providing their skills to European labour markets, graduates from outside the EU have a potential to enrich the supply of high-skilled labour. Seen as the 28 EU countries still constitute the most attractive destination area for studying abroad, the paper examines different calculation methods in order to generate stay rates for over 170 countries of origin.Empirical results indicate that for the EU as a whole, aggregate stay rates from stayers from all non-EU source countries lie within a range of 16.4% and 29.1%. They are also typically very low among students from other OECD countries, and much higher for students from less developed or politically less stable countries. The paper concludes by recommending a catalogue of measures to boost the EU's attractiveness, and to increase stay rates. Proposed policy measures draw on a smooth labour market integration of international graduates, as well as on cultivating strong points of the European countries, such as: political stability and participation possibilities, reliable institutions and governance structure, as well as an innovative and competitive environment.

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Ethical dilemmas in individual and collective rights‐based approaches to tertiary education scholarships: the cases of Canada and Cuba

Cited by 10 publications

References 17 publications

Paradoxes of Sahrawi refugees' educational migration: promoting self-sufficiency or renewing dependency?

Paradoxes of Sahrawi refugees' educational migration: promoting self-sufficiency or renewing dependency?

Approaches to Analyzing the Outcomes of International Scholarship Programs for Higher Education

Internationally mobile students and their post-graduation migratory behaviour

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