Global Trends in Student Mobility

Farrugia, Christine; Bhandari, Rajika

doi:10.1007/978-94-017-9553-1_231-1

Cited by 3 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although previous research studies have documented the myriad benefits of long‐term SA (Arnett, ; Juan‐Garau, ; Leonard & Shea, ; Mitchell, Tracy‐Ventura, & McManus, ), the percentage of students studying abroad for a full semester or academic year is declining. The Institute of International Education (Farrugia & Bhandari, , p. 94) found that only 2.5% of students studied abroad for a full year in 2014–2015. According to the Open Doors report, this number declined to 2.3% in the calendar year 2015–2016 (Open Doors, , n.p.).…”

Section: Introductionmentioning

confidence: 99%

Making short‐term study abroad count—Effects on German language skills

Schenker

2018

Foreign Language Annals

View full text Add to dashboard Cite

This study investigated the effects of an intensive summer program on students’ writing, reading, listening, vocabulary, and grammar skills. The program consisted of 4 weeks at the U.S. home institution and 4 weeks in Berlin, Germany, and offered the equivalent of two college‐level, second‐year German classes in one summer. During the last three summers, students’ language skills were assessed before and after each summer program using the DIALANG assessment tool. Data were also collected from students participating in the regular‐semester classes, and the outcomes of students in fourth‐semester German were compared to those of students in the summer program. Data revealed that the summer students made statistically significant improvements in all language areas from before to after the program. They outperformed the students who completed the regular courses at home in the areas of vocabulary and listening but achieved lower levels in reading. The results suggest that intensive summer programs that combine at‐home courses and a short‐term stay abroad have positive effects on students’ second language skills and can provide a viable option for students who are unable to spend longer periods in the target country.

show abstract

Section: Introductionmentioning

confidence: 99%

Making short‐term study abroad count—Effects on German language skills

Schenker

2018

Foreign Language Annals

View full text Add to dashboard Cite

show abstract

“…The internationalization of higher education has made the mobility of students and faculty the main recruiting and retaining strategy for academic reasons [16]. The OECD claimed the importance of mobility stems from its contribution to the creation and diffusion of knowledge; similarly, the Global Education Monitoring Report investigated the shifting mobility in international higher education [17,18]. Moreover, Bhandari et al reported that moving educational programs beyond student and faculty mobility can contribute to the flow of ideas and knowledge, improving practices, generating resources for countries receiving them, and attracting talents [18].…”

Section: Internationalization As Main Driving Factor Of International...mentioning

confidence: 99%

“…The OECD claimed the importance of mobility stems from its contribution to the creation and diffusion of knowledge; similarly, the Global Education Monitoring Report investigated the shifting mobility in international higher education [17,18]. Moreover, Bhandari et al reported that moving educational programs beyond student and faculty mobility can contribute to the flow of ideas and knowledge, improving practices, generating resources for countries receiving them, and attracting talents [18]. Within the academic mobility context, mass higher education has accelerated the process of transformation from higher education importers to exporters.…”

Section: Internationalization As Main Driving Factor Of International...mentioning

confidence: 99%

Exploring International Faculty’s Perspectives on Their Campus Life by PLS-SEM

Chen

Chang

2022

Sustainability

View full text Add to dashboard Cite

The purpose of this study was to explore the perspectives of international faculty members on their life in higher education institutions (HEIs). The COVID-19 pandemic has impacted not only most citizens’ lives but also the international faculty members’ lives during this period. Since building sustainable campuses has become a priority for various HEIs, attracting and maintaining international faculty have become the focus of various internationalized campuses. However, the issue of international faculty’s satisfaction is still neglected in higher education. Using a self-compiled online survey, we collected 80 international faculty members of HEIs in Taiwan to investigate this issue. About 31.25% of the responses were collected by the online survey technique. The survey covered the career and professional status, teaching and research status, and demographics of the faculty. This study proposed a novel conceptual framework for addressing international faculty’s campus life, the design of which examined the relationships among working conditions, views of institutions, views of government measures, and levels of satisfaction through partial least squares structural equation modeling (PLS-SEM). The demographic profile of the participants revealed that (a) most international faculty are employed full-time as lecturers or assistant professors in most public universities and (b) most international faculty members earned their first degree outside of Taiwan; however, 66% of them earned their post-doctoral degrees in Taiwan. The result of the PLS-SEM confirms that the international faculty’s perspective of government, through their current work satisfaction, impacts overall satisfaction. This study found a mediation effect in the testing model. The design of the study can be extended to other higher education settings to tackle similar issues.

show abstract

Mobilizing Whiteness

Shahjahan,

Edwards

2023

The Oxford Handbook of Education and Globalization

View full text Add to dashboard Cite

Amid growing debates about globalization of higher education (HE), an analysis of race as a structural force underlying this global phenomenon remains undertheorized. Drawing on the Whiteness as futurity framework (Shahjahan & Edwards, 2022), this chapter provides a critical race temporal account of globalization of HE by critically examining mobility trends in global HE, namely: (a) mobility of imaginaries, (b) mobility of people, and (c) mobility of resources. It demonstrates how Whiteness as futurity colonizes (or orients) global subjects’ imaginaries and reinforces the asymmetrical movements, networks, and untethered economies underpinning global HE. The chapter concludes that globalization discussions need to consider its own complicity, tensions, and complexity with modern-onto-epistemic grammar and desires for quick fixes.

show abstract

Global Trends in Student Mobility

Cited by 3 publications

References 2 publications

Making short‐term study abroad count—Effects on German language skills

Making short‐term study abroad count—Effects on German language skills

Exploring International Faculty’s Perspectives on Their Campus Life by PLS-SEM

Mobilizing Whiteness

Contact Info

Product

Resources

About