International education and the employability of UK students

Brooks, Rachel; Waters, Johanna; Pimlott‐Wilson, Helena

doi:10.1080/01411926.2010.544710

Cited by 112 publications

(66 citation statements)

References 25 publications

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“…(Altbach & Knight, 2007) Kromě programové mobility se během posledních 20 let výrazně zvyšuje také individuální mobilita. To lze chápat jako výsledek obecného trendu, v jehož rámci je právě vysokoškolské vzdělání získané v zahraničí považováno za konkurenční výhodu na pracovním trhu (Brooks, Waters, & Wilson, 2012). Není to jen takové vzdělání, které vede k rozšíření vědění, dovedností (tj.…”

Section: Historický a Výzkumný Kontext Studentské Mobilityunclassified

Internacionalizace vysokého školství: Zahraniční mobilita studentů v ČR z pohledu výzkumu Eurostudent IV

Šmídová¹

2015

Orbis Scholae

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Abstrakt:Text je zaměřen na kvantitativní analýzu studentské vysokoškolské zahraniční mobility v České republice. Mobilita je v něm stručně definována v souvislosti s internacionalizací, která je jednou z priorit v rámci Evropské unie a souvisí rovněž s Boloňským procesem, a také s ohledem na společensko-historické konotace. Hlavním zdrojem dat pro kvantitativní analýzu je mezinárodní výzkum Eurostudent, konkrétně jeho čtvrtá vlna z roku 2008/2009 (více než 12 tisíc respondentů − vysokoškolských studentů v ČR). V článku je představena základní struktura a podoba mobility i za použití relevantních statistických údajů z ČSÚ, OECD apod., a názory studentů na ni (očekávání, zkušenosti, překážky), tj. těch, kteří s ní mají zkušenost, i těch, kteří tuto zkušenost nemají. Ukazuje se, že mobilita souvisí nejen se socioekonomickými ukazateli, ale také se zastáva-nými hodnotami, tudíž s osobnostním vybavením studentů.Klíčová slova: mobilita, vysokoškolští studenti, Česká republika, Eurostudent, kvantitativní analýza, očekávání, překážky Internationalization of Higher Education − Student's Foreign Academic Mobility from the Czech Republic through Data Eurostudent IVAbstract: Given text focuses on the quantitative analysis of student's foreign academic mobility in the Czech Republic. The mobility is briefly defined in the context of internationalization, which is one of the priorities in the European Union and also with regard to the socio-historical connotations of student's mobility. The main source of data for the quantitative analysis is the international research Eurostudent, specifically its fourth wave from 2008/2009 years (sample: more than 12,000 respondents − university students enrolled at higher education institutions in the Czech Republic). The basic structure and form of mobility is presented in the text and relevant statistical data of the Czech Statistical Office and OECD instead of Eurostudent data are used. Student's opinions to mobility (expectations, experiences, obstacles) are analyzed according to whether students are or aren't experienced with mobility. It turns out that mobility is related not only to socio-economic indicators, but also values, i.e. the student's personality equipment.

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Section: Historický a Výzkumný Kontext Studentské Mobilityunclassified

Internacionalizace vysokého školství: Zahraniční mobilita studentů v ČR z pohledu výzkumu Eurostudent IV

Šmídová¹

2015

Orbis Scholae

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“…Indeed, Brooks et al (2012) have shown how the value of a degree awarded from an 'overseas' institution differs markedly in England from many other countries. Asian employers, for example often value a degree obtained from a Western, Anglophone nation because of its content (favouring Western bodies of knowledge), its association with Western forms of 'comportment', and the status of Western universities, generally (Waters, 2008).…”

Section: Variation In National Fieldsmentioning

confidence: 99%

The Hidden Internationalism of Elite English Schools

Brooks

Waters

2014

Sociology

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Analyses of UK higher education have provided compelling evidence of the way in which this sector has been affected by globalisation. There is now a large literature documenting the internationalisation of British universities, and the strategic and economic importance attached to attracting students from abroad. Within the schools sector, it has been argued that parents are increasingly concerned about the acquisition of valuable multicultural 'global capital'. Nevertheless, we know little about whether 'internationalism' and/or the inculcation of 'global capital' is an explicit focus of UK schools. To start to redress this gap, this article draws on an analysis of websites, prospectuses and other publicly-available documents to explore the extent to which internationalism is addressed within the public face that schools present to prospective pupils, and the nature of any such messages that are conveyed.

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“…Brooks, Waters, and Pimlott-Wilson 2012;Netz 2012;Van Mol 2017). Even when a stay abroad is transferred and fully recognised in other countries, employers and colleagues might not always be aware of the value of foreign degrees and experiences, thus treating (formerly) mobile individuals as newcomers (Weiss 2005(Weiss , 2016.…”

Section: International Academic Mobility and Inequalitiesmentioning

confidence: 99%

Introduction: international academic mobility and inequalities

Bilecen

Mol

2017

Journal of Ethnic and Migration Studies

120

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Higher education is one of the social fields where inequalities are produced and reproduced. Nevertheless, we still know very little about the ways in which heterogeneities and inequalities have been experienced and interpreted by those involved in international academic mobility. In this introductory editorial, we consider some of the crucial conceptual issues involved in the study of the nexus between inequalities and international academic mobility. First, we argue that it is important to take manifold inequalities into account when examining this nexus. After all, inequalities can be detected at different levels, and the mobility process is structured around multiple heterogeneities rather than by a single one. Second, we discuss how international academic mobility and inequalities attached to it go beyond nation-state borders. Third, we argue it is beneficial to extend the scope of to the mobility process as a whole, as inequalities in opportunities and outcomes are intrinsically connected.

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International education and the employability of UK students

Cited by 112 publications

References 25 publications

Internacionalizace vysokého školství: Zahraniční mobilita studentů v ČR z pohledu výzkumu Eurostudent IV

Internacionalizace vysokého školství: Zahraniční mobilita studentů v ČR z pohledu výzkumu Eurostudent IV

The Hidden Internationalism of Elite English Schools

Introduction: international academic mobility and inequalities

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