International Student Security

Marginson, Simon; Nyland, Chris; Sawir, Erlenawati; Forbes‐Mewett, Helen

doi:10.4135/9781452218397.n12

Cited by 43 publications

(67 citation statements)

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“…Yet most breaches of student security occur off campus (for more detailed discussion see Marginson et al 2010b). …”

Section: An Example: Student Agency and Rights In Australiamentioning

confidence: 99%

“…It then examines the position of international students by reflecting on the regulatory framework of international education in Australia, the world's fifth largest provider of international education with 6.9% of all students in 2008 (OECD 2010a, b, 314); and drawing data from research on the international student experience in that country, particularly a qualitative study with 200 student interviews (Marginson et al 2010b). The final section of the article considers possible innovations in regulation.…”

Section: Introductionmentioning

confidence: 99%

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Including the other: regulation of the human rights of mobile students in a nation-bound world

Marginson

2011

High Educ

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The world's three million cross-border international students are located in a 'gray zone' of regulation with incomplete human rights, security and capabilities. Like other mobile persons such as short-term business and labour entrants, and refugees, students located on foreign soil do not enjoy the same protections and entitlements as do citizens. International students are affected by two different national regulatory regimes, in the nations of citizenship and of education. But they are fully covered by neither. Their position is vulnerable and uncertain, mediated by non-citizen status and the related facts of cultural difference, information asymmetry and communication difficulties. Referring to research on international education in Australia, which has the world's fifth largest international student population, the article focuses on the manner in which the subordinated outsider status of international students magnifies the problems they face. It considers what might be done to enable them to access comprehensive protections, empowerment and human rights as defined in the United Nations' Universal Declaration of Human Rights.

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“…Yet most breaches of student security occur off campus (for more detailed discussion see Marginson et al 2010b). …”

Section: An Example: Student Agency and Rights In Australiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Including the other: regulation of the human rights of mobile students in a nation-bound world

Marginson

2011

High Educ

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“…This 'red card to the red carpet' policy shift (Faist 2008) raises important questions about the changing nature of skilled immigration and its intersection with the education sector (see also Hiebert and Kwok 2004, Hawthorne 2008, Waters 2006. In the case of Australia, this policy has received a great deal of attention as first a significant success in terms of export earnings, but lately on the problems linked to international student security (Marginson et al 2010) and the options for students who fail to convert to permanent immigrant status (Birrell and Perry 2009).…”

Section: Regional Economic Development Immigrant Diversity and The Umentioning

confidence: 97%

Immigration, the University and the Welcoming Second Tier City

Walton‐Roberts

2011

Int. Migration & Integration

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This paper connects the growing interest in immigrant settlement outside of gateway cities, and the noted shift in international student policies from 'red card to red carpet', by exploring what role the higher education sector plays in the attraction and retention of immigrants to second tier cities (STCs). Using the case of KitchenerWaterloo in Ontario, the qualitative research offers four findings. Firstly, higher education institutions act as the very locus of change in STCs in terms of introducing greater ethnic and cultural diversity; secondly, they act as important attractors and retainers of talent in their own right and in terms of the linkages and connections they create in the local economy; thirdly, international students and immigrants perceive the university as providing a socio-spatial buffer against wider discriminatory behaviours; and lastly, the 'red card to red carpet' policy shift that is underway will only intensify the role higher educational institutions play in international migration.Résumé Ce papier fait la connexion entre l'augmentation des habitats des immigrés hors des grandes villes et le changement des policés des étudiants étrangers « de la carte rouge vers le tapis rouge » en exploitant le rôle de l'éducation supérieure pour l'attraction et la rétention des immigrés dans les villes du secondaires (VS). En étudiant le cas de la ville de Kitchener-Waterloo en Ontario, l'analyse qualitative de cette recherche nous a permit d'aboutir aux quatre conclusions: Premièrement, les institutions de l'éducation supérieure agissent comme un lieu de changement des villes secondaires (VS), en introduisant des diversités ethniques et culturales. Deuxièment, elles agissent comme des attracteurs très importants qui retiennent les talents et aussi les liens de connexion qui créent pour l'économie locale. Troisièment, les étudiants étrangers et les immigrés perçoivent l'université comme un fournissant socio-spatiale contre les larges comportements discriminatoires. Enfin, le changement de la policé « de la carte rouge vers le tapis rouge » va intensifier seulement le rôle des institutions d'éducation supérieure dans la migration internationale.

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“…In EAP itself courses are often squeezed of resources and students may be denied innovative teaching and learning opportunities as a result of university cost accounting measures (Marginson et al, 2010;Craig, 2010). Universities in the UK have also seen the potential profitability of 'commercial partnerships' with business interests to the extent of outsourcing their EAP programmes.…”

Section: Eap and The Corporatization Of Higher Educationmentioning

confidence: 99%

Sympathy for the devil? A defence of EAP

Hyland¹

2018

Lang. Teach.

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The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

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International Student Security

Cited by 43 publications

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Including the other: regulation of the human rights of mobile students in a nation-bound world

Including the other: regulation of the human rights of mobile students in a nation-bound world

Immigration, the University and the Welcoming Second Tier City

Sympathy for the devil? A defence of EAP

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