The international student exchange network: 1970 & 1989

Abstract

Abstract. Using data published in UNESCO Statistical Yearbooks (1972 on the 50 countries with the largest number of exchange students, this article describes the international student exchange network and its changes between 1970 and 1989. The results indicate that the network changed significantly over this 20-year period. While the United States and some Western developed countries have remained at the center of the network, Asian and Middle Eastern countries have become more central and African countries have become more peripheral. The role of colonial and linguistic factors has become less important, while economic development has a more important role in international student exchanges. The international student exchange network suggests an academic hegemony consistent with that of economics and politics. The changes of the network reflect the hierarchical structure of the hegemonic powers in the modern world system.

The global space of international students in 2010

“…This approach has been applied to international student flows by Chen and Barnett (2000), who argue that Western countries constitute the centre, Eastern Europe and Asia a semi-periphery, and Africa and the Middle East a periphery (see also Barnett and Wu 1995). While there is certainly something to such an analysis, I prefer the notion of space since it does not presuppose that there actually exists only one coherent system.…”

Transnational mobility and the spaces of knowledge production: a comparison of global patterns, motivations and collaborations in different academic fields

“…Mainly a question of data availability, most studies on the wider topic concentrate on student rather than staff mobility (Barnett and Wu, 1995;Jallade, 1996;Li et al, 1996;Teichler 2002;Budke, 2003;King and Ruiz-Gelices, 2003;Baláz and Williams, 2004). Only few studies examine the mobility of scientists and scholars (Ackers, 2005;Ackers and Gill, 2005;Heffernan, 1994;Jöns, 2003a;Jöns and Meusburger, 2005;Enders and Teichler, 2005;Morano-Foadi, 2005;Van de Sande et al, 2005;Jöns, 2007) and related networks of communication and collaboration (Button et al, 1993;Ekmann and Quandt, 1999).…”

Ties between Center and Periphery in the Scientific World-System: Accumulation of Rewards, Dominance and Self-Reliance in the Center

“…[ Table 4 shows that students from around the world have traveled mainly to the United States, which since the Second World War ha.., been the center of higher education (Barnett and Wu, 1995;Ben-David, 1977;McMahon, 1992). Many students from th e former British colonies have studied in the United Kingdom, but this enrollment ha.., declined.…”