Multiple, relational and emotional mobilities: Understanding student mobilities in higher education as more than ‘staying local’ and ‘going away’

Finn, Kirsty

doi:10.1002/berj.3287

Cited by 53 publications

(37 citation statements)

References 40 publications

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“…This allows students to avoid potential discomfort, isolation, or racism in a university in a more peripheral region away from large urban centres where students of colour are more likely to be in a minority. Although the decision over whether or not to stay at home for university has been the subject of substantial research (Christie, ; Finn, ; Holdsworth, ; Holton & Finn, ), the role of ethnicity as a factor in student mobility decisions has received less focused attention. A notable exception to this is Khamabita and Bhopal () who showed how female students from Indian, Pakistani, and Bangladeshi backgrounds are all much more likely to stay at home to study than their White peers.…”

Section: Theorising the Racialised Geographies Of Entry To Higher Edumentioning

confidence: 99%

The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education

Gamsu

Donnelly

Harris

2018

Population Space and Place

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Using exceptionally detailed administrative data on all 412,000 students attending university in the United Kingdom in 2014–2015 combined with spatial census data from 2011, we explore for the first time how the ethnic composition of where students grow up is linked to where they attend university. We calculate a “diversity score” for every U.K. university, which is then compared with the ethnic diversity of the surrounding area, allowing us to explore the institutional geography of ethnicity in U.K. universities. These scores provide the basis for a multilevel analysis of factors influencing whether students move towards more or less ethnically diverse universities than where they have grown up. White students are more likely than their ethnic‐minority peers to move towards a university that is more diverse than their home neighbourhood. We thus explore how students' mobility decisions for university are influenced by the uneven geography of race in U.K. cities and universities.

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Section: Theorising the Racialised Geographies Of Entry To Higher Edumentioning

confidence: 99%

The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education

Gamsu

Donnelly

Harris

2018

Population Space and Place

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“…Therefore, if a student wants to go to a local university, a RG university may not be an option. Finn () discusses student mobility in relational and emotional terms: students’ ties to their family and locality, alongside their expectations about the social aspects of university, contribute to decisions about which university to attend.…”

Section: Resultsmentioning

confidence: 99%

‘Learning to play the game’: How schools with below average attainment can support the decision‐making processes for high‐potential learners in applying for university

Rose

Tikly

Washbrook

2019

British Educational Res J

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This article explores how schools with below average attainment can support high‐attaining learners in their decision‐making about university. We report on a project involving longitudinal case studies of 43 high‐achieving learners from a range of backgrounds across five institutions, during their sixth form career in 2013/14 and 2014/15, focusing on ways in which aspirations towards university develop. To understand schools’ roles in supporting learners, we draw on Hart's analytical framework which sees the development of aspiration for higher education as a capability—the development of the opportunity freedoms of young people to pursue future trajectories that they have reason to value. We draw attention to the factors that facilitate or hinder this development, and highlight the key crunch points at which this feeds into young people's decision‐making about university. We suggest that policy and practice should move beyond a traditional focus on the role of schools in raising aspirations amongst learners from non‐traditional backgrounds. Instead, there should be a focus on how schools can support young people to develop a more comprehensive understanding of the university landscape, so that young people do not rule out options without fully understanding them. This will in turn lead to young people being able to make informed choices linked to future trajectories they have reason to value. ‘Learning to play the game’ of attending Russell Group universities needs to be seen as part of the development of this wider capability to aspire.

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“…Based on the views expressed by a number of Russian and foreign researchers (Kholina, et. al., 2016;Finn, 2017;Joint Statement;Krechetnikov, Pestereva, 2017;Li, 2018;Sun, 2017;Wu, Zha, 2018 and etc. ), these shortcomings, in summary, include the following:…”

Section: Discussionmentioning

confidence: 99%

The Russian Market for Exported Educational Services: the Shanghai Cooperation Organization (SCO) Network University

Pestereva¹,

Kholina²,

Wang³

2019

European Journal of Contemporary Education

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The research reported in this paper seeks to assess the potential of the Russian market for exported educational services through the example of the Shanghai Cooperation Organisation Network University (SCOU). The authors share the findings from their analysis of a set of educational models for the SCOU, provide an assessment of the role of backbone Russian and Chinese colleges in and their contribution to the implementation of priority areas for the training of specialists from SCO member states, share the findings from their statistical analysis of demand for joint export educational programs (JEEPs), and examine some of the key forms and characteristics of the academic mobility of students attending school via a JEEP, which they view as an indispensable part of today's international educational process. The paper shares the findings from a sociological study which was conducted by the authors in the form of a questionnaire-based survey of students from top Chinese and Russian colleges participating in the SCOU program for the purpose of exploring the motivation of students in the context of planning out their individual educational path based on the pursuit of studies overseas. The work makes use of SCOU-related data from the Ministries of Education of China and Russia and various statistics websites on the Internet to analyze the results from the implementation of SCOU JEEPs and also explore the foreign student body attending school in Russia. In putting this work together, the authors employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, forecasting, and surveying by questionnaire. The authors' assessments of the potential of the Russian market for export educational programs, based on the example of the Shanghai Cooperation Organisation Network University, have helped put together a set of recommendations on boosting the competitiveness and efficiency of the market for the export of educational projects and programs.

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Multiple, relational and emotional mobilities: Understanding student mobilities in higher education as more than ‘staying local’ and ‘going away’

Cited by 53 publications

References 40 publications

The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education

The spatial dynamics of race in the transition to university: Diverse cities and White campuses in U.K. higher education

‘Learning to play the game’: How schools with below average attainment can support the decision‐making processes for high‐potential learners in applying for university

The Russian Market for Exported Educational Services: the Shanghai Cooperation Organization (SCO) Network University

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