The emergence of a regional hub: comparing international student choices and experiences in South Korea

Jon, Jae‐Eun; Lee, Jenny J.; Byun, Kiyong

doi:10.1007/s10734-013-9674-0

Cited by 123 publications

(135 citation statements)

References 14 publications

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“…Source: Higher education management information system data, (2013), DHET In order to address international students' reasons for mobility toward South Africa, this study utilized both quantitative and qualitative methods to uncover the motivations and aspirations of international students in the country. The research is based on a survey instrument that was previously utilized in the USA (Lee 2008(Lee , 2010, Mexico (Cantwell et al 2009), and South Korea (Jon et al 2014) and part of a larger study on international students in Africa. The general survey questions included demographic background characteristics (i.e., country of origin, field of study, and degree program); reasons for choosing South Africa and the enrolled institution; educational and career aspirations; perceptions and experiences in the country and institution; and aspirations to stay in the country, return home, or work elsewhere following graduation.…”

Section: Methodsmentioning

confidence: 99%

“…Similar findings held true in a case study of international students in South Korea. Jon et al (2014) identified the country as a major regional destination in East Asia, especially for Chinese students. Students from Asia tended to seek study in Korea, and in a particular host institution there, for economic and utilitarian reasons, whereas students from North America and Europe had different motivations.…”

Section: Sadc 75%mentioning

confidence: 99%

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Regional, continental, and global mobility to an emerging economy: the case of South Africa

Lee

Sehoole

2015

High Educ

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This study examined mobility within the understudied region of southern Africa and particularly, the factors that drive and shape educational migration toward South Africa as a regional, continental, and global destination. Based on a survey admi-nistered to international students across seven South African universities, the findings revealed leading reasons were based on human capital and geopolitical rationales. The study also uncovered notable differences based on students' geographic origins.

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Section: Methodsmentioning

confidence: 99%

Section: Sadc 75%mentioning

confidence: 99%

Regional, continental, and global mobility to an emerging economy: the case of South Africa

Lee

Sehoole

2015

High Educ

Self Cite

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“…Shields' (2013) network analysis of international student flows over a ten-year period (1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008), which is informed by three theoretical conceptualizations of globalization, namely neoliberalism, critical perspectives (e.g., world-systems analysis and post-structuralism), and world culture theory, highlights the need for work that tests the assumptions of different theoretical perspectives on cross-national student mobility against each other. In addition to studies analyzing the determinants of student outflows, several studies have examined factors determining inbound student mobility (for instance Roberts et al 2010;Kondakci 2011;Jon et al 2014).…”

Section: [Uropean] H[igher] E[ducation] A[rea] Countriesmentioning

confidence: 99%

Networks of international student mobility: enlargement and consolidation of the European transnational education space?

Vögtle

Windzio

2016

High Educ

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In this paper, we investigate the impact of membership in the Bologna Process on patterns and driving forces of cross-national student mobility. Student exchange flows are analyzed for almost all Bologna Process member states and non-Bologna OECD members over a ten-year period (from 2000 to 2010). We apply a social network approach focusing on outbound diploma mobility. Based on social network analyses, we first visualize the exchange patterns between sampled countries. In doing so, we analyze the student exchange linkages to gain descriptive insights into the development of the network. Second, we use exponential random graph models (ERGM) to test which factors determine transnational student mobility. The results of our network analyses reveal that crossnational student exchange networks are stable over time. At the core of these networks are the USA, Great Britain, France, and Germany; they attract highest shares of students from most remaining countries in our sample. Moreover, the results of the ERGM demonstrate that homophily between countries determines student exchange patterns. The most relevant ties exist between bordering countries. Moreover, membership in the Bologna Process impacts on mobility patterns, and the effect size increases over the periods investigated.

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“…Recent study abroad studies have pointed out various differences that exist between students of different nationalities such as the Chinese and non-Chinese students' social capital (Ma, 2014), for English and non-English speaking students' interactions (Jon, Lee, & Byun, 2014), and for Asian and non-Asian students' learning patterns (Marambe, Vermunt, & Boshuizen, 2012;Yen & Stevens, 2004). This is also true with study abroad students within the short-term and degree seeking programs, which means that the duration of study abroad program matters (Alexejun & D'Angelo, 2013;J.…”

Section: Participantsmentioning

confidence: 99%

Study abroad tales: Experiences of international students in Taiwan

Ching¹,

Wang²,

Wen³

2016

IJRSP

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In Taiwan, the need to recruit for study abroad or foreign students is actually not by choice, but is of a necessity. For the 2016 school year alone, low numbers of birth-rate for the past two decades have led to the plunge of around 30,000 university enrollees. In effect, the Taiwan Ministry of Education encourages higher education institutions to become more internationalized and start accepting more foreign students. However, with the competition for study abroad students is quite high. Hence, in order to position Taiwan as an international education provider, focus on the quality of the academic and social aspects of study abroad program are seen as crucial. In light of these issues, the current paper depicts the results of a quasi-ethnographic study on the experiences of study abroad students in Taiwan. Primary objective of the study is to better understand how students adapt or adjust to an unfamiliar culture and at the same time understand the students' study processes. A total of 5 international graduate student participants underwent the one-year study. Data collection includes periodic interviews and observations. Results are then separated into five sections, namely: Scholarship and study abroad, value for money, first contact, occasions and holidays, and academic studies. Various insights and implications are provided. Lastly, the study also emphasizes the importance of qualitative studies in study abroad such as ethnographic ones, which is actually lacking in Taiwan.

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The emergence of a regional hub: comparing international student choices and experiences in South Korea

Cited by 123 publications

References 14 publications

Regional, continental, and global mobility to an emerging economy: the case of South Africa

Regional, continental, and global mobility to an emerging economy: the case of South Africa

Networks of international student mobility: enlargement and consolidation of the European transnational education space?

Study abroad tales: Experiences of international students in Taiwan

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