Viewing international students as state stimulus potential: current perceptions and future possibilities

Owens, Deborah; Srivastava, Prashant; Feerasta, Aniqa

doi:10.1080/08841241.2011.623730

Cited by 22 publications

(10 citation statements)

References 12 publications

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“…These fees are often many times higher than domestic students' tuition and fees at public institutions, as international students are understood to be an appealing source of revenue for many institutions (Anderson, 2015;Lee, Maldonado-Maldonado, & Rhoades, 2006). Many host countries also emphasize the importance of recruiting international students, given that they bring non-tuition spending, tax revenues, and job creation (Altbach, 2004;Marginson, 2006;Owens, Srivastava, & Feerasta, 2011). For instance, Canada's federal international education strategy emphasizes that "international students in Canada provide immediate and significant economic benefits to Canadians in every region of the country" (Department of Foreign Affairs, Trade and Development, 2014, p. 7), and also emphasizes billions of dollars in student spending, hundreds of millions of dollars in tax revenue, and job creation.…”

Section: International Studentsmentioning

confidence: 99%

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Stein

Andreotti

Suša

2019

Canadian Journal of Higher Education

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Internationalization continues to be a priority within many Canadian universities. While it is imperative to attend to the ethical dilemmas that accompany the intensification of internationalization, different ethical frameworks operate according to different orientating assumptions. In this paper, we seek to pluralize and deepen conversations about the ethics of internationalization by illustrating how three global ethics approaches address questions of international student mobility, study and service abroad, and internationalizing the curriculum. We conclude by emphasizing the need for both scholars and practitioners to engage in multi-voiced, critically-informed analyses, and dissensual conversations about complex ethical dilemmas related to internationalization. Résumé Beaucoup des universités Canadiennes donnent la priorité à l'internationalisation. Bien qu'il faut considerer les dilemmes éthiques qui suivent l'intensification de l'internationalisation, il faut dire que des divers cadres éthiques suivent des divers hypothèses fondamentales. Dans cet article, nous cherchons de diversifier et d'approfondir les conversations sur l'éthique de l'internationalisation; nous illustrons comment trois approches éthiques répondent aux questions de mobilité des étudiants internationals, des études/l'aide internationals, et l'internationalisation du programme. Nous

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Section: International Studentsmentioning

confidence: 99%

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Stein

Andreotti

Suša

2019

Canadian Journal of Higher Education

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“…Literature about international students has often taken either a deficit approach in relation to the student (e.g., Gautam, Lowery, Mays, & Durant, 2016;Sherry, Thomas, & Chui, 2010) or a benefit approach from the perspective of the host country and institution (e.g., Owens, Srivastava, & Feerasta, 2011). Karram (2013) investigated these dichotomous discourses as signifying tensions between humans and markets in which international students are framed as vulnerable, while host institutions and nations are represented with market share to gain.…”

Section: International Students In the Context Of Us Higher Educationmentioning

confidence: 99%

Mentors that Matter: International Student Leadership Development and Mentor Roles

Shalka

Corcoran

Magee

2019

jis

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.

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“…First, researchers point to the billions of dollars that international students contribute to the US economy (Altbach and Knight 2007 ; IIE 2019a ) to demonstrate the significance of understanding these students’ experiences. Researchers have both used and critiqued financially driven images of international students such as “state stimulus potential” for public state HE systems that are experiencing financial hardship (Owens et al 2011 ) and as “cash cows” for the US economy (Abelmann and Kang 2014 ). Others have investigated how financial motivation may impact US HEIs’ commitment to international students, finding that US HEIs increase international student enrollment when state appropriations decrease (George Mwangi 2013 ).…”

Section: Understanding Internationalization Research Through An Equitmentioning

confidence: 99%

US Higher Education Internationalization Through an Equity-Driven Lens

Perna

Yao

2021

Higher Education: Handbook of Theory and Research

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It is common for higher education institutions (HEIs) in the United States (USA) to pursue internationalization through multiple approaches, including developing a global curriculum, hosting international students and scholars, promoting study abroad programs, and establishing cross-border partnerships. The push toward internationalized HEIs can contribute to the reification of Western imperialism, academic colonization, and inequality. In this chapter, we use equity as a foundation to analyze research on the concept of internationalization, the historical progressions of internationalization practice in the USA, and the multiple forms of internationalization practices at US HEIs. We articulate the potential for research on US higher education internationalization to be equity driven and offer considerations for how researchers and practitioners can center power and equity as they engage in investigating or implementing internationalization processes. We recommend interrogating how, by whom, and for whom internationalization is defined; using a structural lens that bridges internationalization to its primary driver – globalization – and viewing internationalization as the amalgamation of multiple complex practices.

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Viewing international students as state stimulus potential: current perceptions and future possibilities

Cited by 22 publications

References 12 publications

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Pluralizing Frameworks for Global Ethics in the Internationalization of Higher Education in Canada

Mentors that Matter: International Student Leadership Development and Mentor Roles

US Higher Education Internationalization Through an Equity-Driven Lens

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