Joseph Sung‐Yul Park
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780195327359
- eISBN:
- 9780199870639
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195327359.003.0012
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter highlights the relevance of international students for the study of Asian Pacific American identities. Despite dominant views that frame them as “foreigners” with no place in the ...
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This chapter highlights the relevance of international students for the study of Asian Pacific American identities. Despite dominant views that frame them as “foreigners” with no place in the constitution of American society, these students transcend such distinctions by reinterpreting and reformulating their experiences of transnationalism through discourse. This chapter traces this process through an analysis of how a group of Korean graduate students studying in the United States deploy and resignify discursive practices associated with Korean society to make sense of their positions within a network of new relational oppositions. In particular, it focuses on how language ideologies that construct Koreans as illegitimate speakers of English are used as a resource for negotiating the students' liminal status in the United States.Less
This chapter highlights the relevance of international students for the study of Asian Pacific American identities. Despite dominant views that frame them as “foreigners” with no place in the constitution of American society, these students transcend such distinctions by reinterpreting and reformulating their experiences of transnationalism through discourse. This chapter traces this process through an analysis of how a group of Korean graduate students studying in the United States deploy and resignify discursive practices associated with Korean society to make sense of their positions within a network of new relational oppositions. In particular, it focuses on how language ideologies that construct Koreans as illegitimate speakers of English are used as a resource for negotiating the students' liminal status in the United States.
Herbert Brücker, Simone Bertoli, Giovanni Facchini, Anna Maria Mayda, and Giovanni Peri
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199654826
- eISBN:
- 9780191742095
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199654826.003.0004
- Subject:
- Economics and Finance, Development, Growth, and Environmental, Financial Economics
This chapter provides an overview of highly skilled migration into developed countries. In particular, it looks at the balance of highly skilled migration within the OECD and between the OECD ...
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This chapter provides an overview of highly skilled migration into developed countries. In particular, it looks at the balance of highly skilled migration within the OECD and between the OECD countries and other countries of the world. Thanks to recent progress in data collection on migrants’ educational attainments, the chapter outlines the skill structure of the foreign‐born population in the developed world, compared to the native population in receiving and sending countries. It also analyses the development of the pool of highly skilled workers in both developed and less developed countries. The chapter looks at how many migrants are represented in top management and professional occupations in receiving countries in order to shed some light on the question of whether the battle for talent affects the recruitment of elites. The chapter examines whether and to what extent the international mobility of students has increased at different levels of tertiary education.Less
This chapter provides an overview of highly skilled migration into developed countries. In particular, it looks at the balance of highly skilled migration within the OECD and between the OECD countries and other countries of the world. Thanks to recent progress in data collection on migrants’ educational attainments, the chapter outlines the skill structure of the foreign‐born population in the developed world, compared to the native population in receiving and sending countries. It also analyses the development of the pool of highly skilled workers in both developed and less developed countries. The chapter looks at how many migrants are represented in top management and professional occupations in receiving countries in order to shed some light on the question of whether the battle for talent affects the recruitment of elites. The chapter examines whether and to what extent the international mobility of students has increased at different levels of tertiary education.
Sarah A. Chase
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195308815
- eISBN:
- 9780199894154
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195308815.003.0005
- Subject:
- Psychology, Clinical Child Psychology / School Psychology
This chapter explores the dynamics between the ideal of equality and the reality of significant inequality in the prep school setting. These differences are explored with regard to race, class, ...
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This chapter explores the dynamics between the ideal of equality and the reality of significant inequality in the prep school setting. These differences are explored with regard to race, class, international students, day students, form-hierarchy, and cliques. The ways the students negotiate this dichotomy between equality and inequality are part of their gender, class, and ethnic performances.Less
This chapter explores the dynamics between the ideal of equality and the reality of significant inequality in the prep school setting. These differences are explored with regard to race, class, international students, day students, form-hierarchy, and cliques. The ways the students negotiate this dichotomy between equality and inequality are part of their gender, class, and ethnic performances.
J. G. Darwin
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780198229742
- eISBN:
- 9780191678912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198229742.003.0023
- Subject:
- History, British and Irish Modern History
This chapter evaluates the validity of describing the University of Oxford as an international university or world university. It explains the criteria for a world university. These include having an ...
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This chapter evaluates the validity of describing the University of Oxford as an international university or world university. It explains the criteria for a world university. These include having an international reputation as a centre of scholarship, having sufficient funds to sustain a very substantial volume of academic activity, having a wide range of interests, and the ability to recruit a significant proportion of both its academic staff and its students on an international basis. Based on these criteria, Oxford can indeed be considered a world university.Less
This chapter evaluates the validity of describing the University of Oxford as an international university or world university. It explains the criteria for a world university. These include having an international reputation as a centre of scholarship, having sufficient funds to sustain a very substantial volume of academic activity, having a wide range of interests, and the ability to recruit a significant proportion of both its academic staff and its students on an international basis. Based on these criteria, Oxford can indeed be considered a world university.
Gaby Ramia, Simon Marginson, and Erlenawat Sawir
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447310150
- eISBN:
- 9781447310174
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310150.001.0001
- Subject:
- Sociology, Education
International education is a global market. Many nation-states regulate the welfare experience of incoming international students through formal regulation, students self-regulate and they are ...
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International education is a global market. Many nation-states regulate the welfare experience of incoming international students through formal regulation, students self-regulate and they are regulated by informal means through trans-national social and family networks. The central objective of this book is to conduct a comparative analysis of the Australian and New Zealand regimes of international student welfare regulation and to explore the international and global implications of the two regimes. Regulation theory provides the analytical framework and empirical evidence was gathered using in-depth interviews with 200 students in Australia, 70 students in New Zealand and 24 service providers and policy makers across the two countries.The book argues that the Australian and New Zealand regimes use different language in formal regulatory instruments but that the student welfare experience in the two countries is strikingly similar. This raises questions for the potency and relevance of formal regulation, elevating the significance of informal regulation and self-regulation. Just as importantly, the analysis calls for greater attention to the trans-national regulatory sphere and the streamlining of that with the national level in order to construct a new, trans-national form of student citizenship. The book draws upon lessons from the national public policy and global governance and regulation literatures.Less
International education is a global market. Many nation-states regulate the welfare experience of incoming international students through formal regulation, students self-regulate and they are regulated by informal means through trans-national social and family networks. The central objective of this book is to conduct a comparative analysis of the Australian and New Zealand regimes of international student welfare regulation and to explore the international and global implications of the two regimes. Regulation theory provides the analytical framework and empirical evidence was gathered using in-depth interviews with 200 students in Australia, 70 students in New Zealand and 24 service providers and policy makers across the two countries.The book argues that the Australian and New Zealand regimes use different language in formal regulatory instruments but that the student welfare experience in the two countries is strikingly similar. This raises questions for the potency and relevance of formal regulation, elevating the significance of informal regulation and self-regulation. Just as importantly, the analysis calls for greater attention to the trans-national regulatory sphere and the streamlining of that with the national level in order to construct a new, trans-national form of student citizenship. The book draws upon lessons from the national public policy and global governance and regulation literatures.
Armin von Bogdandy and Matthias Goldmann
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199658244
- eISBN:
- 9780199949915
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199658244.003.0003
- Subject:
- Law, Public International Law
This chapter examines the public law approach to the use of global governance indicators. The discussion is based on German public law thinking and theories of public law beyond the state. It studies ...
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This chapter examines the public law approach to the use of global governance indicators. The discussion is based on German public law thinking and theories of public law beyond the state. It studies the proposal that the spread of the Programme for International Student Assessment (PISA) evaluations and the Organization for Economic Co-operation and Development (OECD) rankings should be described in legal terms, thus making it a ‘national policy assessment.’ It determines that the NPAs of the OECD are subject to public law requirements, and that the producers of NPAs are required to cite reasons for specific actions, to maintain independence from national governments, and to respond duly to criticism.Less
This chapter examines the public law approach to the use of global governance indicators. The discussion is based on German public law thinking and theories of public law beyond the state. It studies the proposal that the spread of the Programme for International Student Assessment (PISA) evaluations and the Organization for Economic Co-operation and Development (OECD) rankings should be described in legal terms, thus making it a ‘national policy assessment.’ It determines that the NPAs of the OECD are subject to public law requirements, and that the producers of NPAs are required to cite reasons for specific actions, to maintain independence from national governments, and to respond duly to criticism.
Marginson Simon and Sawir Erlenawati
- Published in print:
- 2011
- Published Online:
- March 2012
- ISBN:
- 9781847428301
- eISBN:
- 9781447303503
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428301.003.0014
- Subject:
- Sociology, Social Research and Statistics
This chapter focuses on the link between international education and the human security of international students. It briefly discusses the concept of human security and reviews the political economy ...
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This chapter focuses on the link between international education and the human security of international students. It briefly discusses the concept of human security and reviews the political economy of growth in the market for international education services. It discusses the status of international students in the global market, followed by a case study of students' security in Australia, stemming from a programme of 200 in-depth interviews with individuals studying onshore in that country. It argues that international education needs to be ‘re-normed’, principally through re-regulation for student security. It opines that this would more effectively cater for the rights of students to safety and social and economic inclusion in the host society.Less
This chapter focuses on the link between international education and the human security of international students. It briefly discusses the concept of human security and reviews the political economy of growth in the market for international education services. It discusses the status of international students in the global market, followed by a case study of students' security in Australia, stemming from a programme of 200 in-depth interviews with individuals studying onshore in that country. It argues that international education needs to be ‘re-normed’, principally through re-regulation for student security. It opines that this would more effectively cater for the rights of students to safety and social and economic inclusion in the host society.
Franklin Obeng-Odoom
- Published in print:
- 2021
- Published Online:
- January 2022
- ISBN:
- 9780198867180
- eISBN:
- 9780191903915
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198867180.003.0008
- Subject:
- Economics and Finance, Public and Welfare
The mobility of students has become one of the most common fixtures of global migration. Yet, international student migration experiences are under-researched. When discussed, they are typically ...
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The mobility of students has become one of the most common fixtures of global migration. Yet, international student migration experiences are under-researched. When discussed, they are typically assumed. The neoclassical economics theory of human capital usually serves as a short-cut for doing so. In turn, the lived experiences of such students are hardly empirically verified, except to be read off theory as win–win. Nevertheless, their increasing numbers and the ever-increasing pace of globalization in higher education, along with reports of their stress mean that this group of migrants can no longer be caricatured. What are the socio-economic characteristics of these migrants, how are they housed where they study, what are their education and work experiences? Australia is one country where such migrants are central to both the form and funding of higher education, so this chapter analyses the results of large surveys and official reports published by student associations, housing authorities, and universities, notably the University of Sydney and the Australian Government Department of Education, Employment and Workplace Relations in the country, complemented by additional interviews with international students, university support staff, and student unions. The evidence questions the neoclassical economics human capital theory, as systemic racism against students is persistent both in their encounters with housing providers and with employers.Less
The mobility of students has become one of the most common fixtures of global migration. Yet, international student migration experiences are under-researched. When discussed, they are typically assumed. The neoclassical economics theory of human capital usually serves as a short-cut for doing so. In turn, the lived experiences of such students are hardly empirically verified, except to be read off theory as win–win. Nevertheless, their increasing numbers and the ever-increasing pace of globalization in higher education, along with reports of their stress mean that this group of migrants can no longer be caricatured. What are the socio-economic characteristics of these migrants, how are they housed where they study, what are their education and work experiences? Australia is one country where such migrants are central to both the form and funding of higher education, so this chapter analyses the results of large surveys and official reports published by student associations, housing authorities, and universities, notably the University of Sydney and the Australian Government Department of Education, Employment and Workplace Relations in the country, complemented by additional interviews with international students, university support staff, and student unions. The evidence questions the neoclassical economics human capital theory, as systemic racism against students is persistent both in their encounters with housing providers and with employers.
Glenn C. Altschuler and Isaac Kramnick
- Published in print:
- 2014
- Published Online:
- August 2016
- ISBN:
- 9780801444258
- eISBN:
- 9780801471896
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801444258.003.0012
- Subject:
- Education, Higher and Further Education
This chapter examines Cornell University's efforts to expand its global reach between 1995 and 2015; in the words of President Frank H. T. Rhodes, Cornell strove to become “the land grant university ...
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This chapter examines Cornell University's efforts to expand its global reach between 1995 and 2015; in the words of President Frank H. T. Rhodes, Cornell strove to become “the land grant university to the world.” From its earliest days, Cornell had been international in its aspiration and, to an extent, in its global outreach. Over time, the international content of many courses increased, the number of international students and scholars grew, and faculty with international roots and experiences were recruited. Cornell also built an excellent reputation in international studies and international engagement. This chapter shows how Cornell deepened its commitment to infuse international and comparative perspectives into teaching, learning, research, and engagement through a range of initiatives, including the establishment of the Arecibo Observatory in Puerto Rico, relations with India and China, the use of the Internet in going global (and enhancing revenue), and expansion of its presence in New York City.Less
This chapter examines Cornell University's efforts to expand its global reach between 1995 and 2015; in the words of President Frank H. T. Rhodes, Cornell strove to become “the land grant university to the world.” From its earliest days, Cornell had been international in its aspiration and, to an extent, in its global outreach. Over time, the international content of many courses increased, the number of international students and scholars grew, and faculty with international roots and experiences were recruited. Cornell also built an excellent reputation in international studies and international engagement. This chapter shows how Cornell deepened its commitment to infuse international and comparative perspectives into teaching, learning, research, and engagement through a range of initiatives, including the establishment of the Arecibo Observatory in Puerto Rico, relations with India and China, the use of the Internet in going global (and enhancing revenue), and expansion of its presence in New York City.
Gaby Ramia, Simon Marginson, and Erlenawati Sawir
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447310150
- eISBN:
- 9781447310174
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310150.003.0001
- Subject:
- Sociology, Education
This chapter introduces the subject and describes the central purpose of the book as well as the research design and methods used. It begins with a ‘morality tale’ based on regulatory experiences in ...
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This chapter introduces the subject and describes the central purpose of the book as well as the research design and methods used. It begins with a ‘morality tale’ based on regulatory experiences in New Zealand, involving New Zealand politicians and policy makers, the Chinese Government, and international students, mainly from China but more generally from Asia, studying and contemplating study in New Zealand. This tale is instructive and sets the scene for the remainder of the book by prescribing through a case study the importance of regulation to international student welfare. The remainder of the chapter provides the theoretical and policy background to the regulation of international student welfare.Less
This chapter introduces the subject and describes the central purpose of the book as well as the research design and methods used. It begins with a ‘morality tale’ based on regulatory experiences in New Zealand, involving New Zealand politicians and policy makers, the Chinese Government, and international students, mainly from China but more generally from Asia, studying and contemplating study in New Zealand. This tale is instructive and sets the scene for the remainder of the book by prescribing through a case study the importance of regulation to international student welfare. The remainder of the chapter provides the theoretical and policy background to the regulation of international student welfare.
Carole Silver and Swethaa S. Ballakrishnen
- Published in print:
- 2022
- Published Online:
- June 2022
- ISBN:
- 9780197632314
- eISBN:
- 9780197632345
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780197632314.003.0015
- Subject:
- Law, Legal Profession and Ethics
This chapter focuses on international students across degree programs in US law schools and uses their navigation of American legal education as a tool to unpack the everyday experience of legal ...
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This chapter focuses on international students across degree programs in US law schools and uses their navigation of American legal education as a tool to unpack the everyday experience of legal globalization. While graduate degree programs still account for the largest segment of international students studying law in the United States, there has been a concurrent rise in the number of international students who pursue a JD—the more mainstream US law degree. In this Chapter, we make the case that while prominent, these paths to assimilation are not seamless for many students. In tracing these students and their mobility contexts, this Chapter makes three main contributions. First, it maps the changing demographics of international law student participation and explores the factors shaping students’ preferences, including the relative importance of access to training opportunities, language, immigration status, prior work experience, and lawyer regulation and licensing (at home and abroad). Second, it offers a set of four metaphorical categories to help think about these empirical processes: sticky floors, springboards, stairways and slow escalators. Using each of these broad categories, we suggest that students find different sources of persuasion and pushback as they navigate their respective paths within law schools. Students’ decisions are molded at different stages by different actors and institutional constraints, with ultimate choices (and, therefore, tracks) reflecting a range of interactions between each of these constraints and capacities. Finally, the pathways provide a framework for theorizing about malleable social capital and recursive transnational theory.Less
This chapter focuses on international students across degree programs in US law schools and uses their navigation of American legal education as a tool to unpack the everyday experience of legal globalization. While graduate degree programs still account for the largest segment of international students studying law in the United States, there has been a concurrent rise in the number of international students who pursue a JD—the more mainstream US law degree. In this Chapter, we make the case that while prominent, these paths to assimilation are not seamless for many students. In tracing these students and their mobility contexts, this Chapter makes three main contributions. First, it maps the changing demographics of international law student participation and explores the factors shaping students’ preferences, including the relative importance of access to training opportunities, language, immigration status, prior work experience, and lawyer regulation and licensing (at home and abroad). Second, it offers a set of four metaphorical categories to help think about these empirical processes: sticky floors, springboards, stairways and slow escalators. Using each of these broad categories, we suggest that students find different sources of persuasion and pushback as they navigate their respective paths within law schools. Students’ decisions are molded at different stages by different actors and institutional constraints, with ultimate choices (and, therefore, tracks) reflecting a range of interactions between each of these constraints and capacities. Finally, the pathways provide a framework for theorizing about malleable social capital and recursive transnational theory.
Gaby Ramia, Simon Marginson, and Erlenawati Sawir
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447310150
- eISBN:
- 9781447310174
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310150.003.0005
- Subject:
- Sociology, Education
This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in Australia. It covers the higher education law context, the ...
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This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in Australia. It covers the higher education law context, the Education Services for Overseas Students (ESOS) Act and the National Code of Practice for Registration Authorities and Training to Overseas Students (the ‘National Code’), together labelled the ‘ESOS Framework’. The chapter also discusses the vibrant international education policy debate in Australia, including government sponsored inquiries and reports, as well as discussion of the question of an education ombudsman. Most importantly, the key empirical findings in relation to the student welfare impact of formal and informal regulation are discussed and analysed.Less
This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in Australia. It covers the higher education law context, the Education Services for Overseas Students (ESOS) Act and the National Code of Practice for Registration Authorities and Training to Overseas Students (the ‘National Code’), together labelled the ‘ESOS Framework’. The chapter also discusses the vibrant international education policy debate in Australia, including government sponsored inquiries and reports, as well as discussion of the question of an education ombudsman. Most importantly, the key empirical findings in relation to the student welfare impact of formal and informal regulation are discussed and analysed.
Cynthia Wu
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780823278602
- eISBN:
- 9780823280629
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823278602.003.0013
- Subject:
- Sociology, Race and Ethnicity
Chapter 12 addresses the ways in which Asian American Studies’ overriding insistence on recovering a useable resistant past via the aforementioned rights movements of the 1960s and 1970s has made it ...
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Chapter 12 addresses the ways in which Asian American Studies’ overriding insistence on recovering a useable resistant past via the aforementioned rights movements of the 1960s and 1970s has made it troublingly reluctant to examine relevant accommodation. As the title suggests, Wu considers how the intellectual trajectory of the field, dominated by a limited U.S.-centrism, has proved largely ineffective with regard to the twenty-first century influx of international students from Asian countries at U.S. universities.Less
Chapter 12 addresses the ways in which Asian American Studies’ overriding insistence on recovering a useable resistant past via the aforementioned rights movements of the 1960s and 1970s has made it troublingly reluctant to examine relevant accommodation. As the title suggests, Wu considers how the intellectual trajectory of the field, dominated by a limited U.S.-centrism, has proved largely ineffective with regard to the twenty-first century influx of international students from Asian countries at U.S. universities.
Natalee Popadiuk and Nancy Arthur
- Published in print:
- 2021
- Published Online:
- July 2021
- ISBN:
- 9780190941512
- eISBN:
- 9780190941543
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190941512.003.0018
- Subject:
- Psychology, Developmental Psychology
This chapter explores the contextual layers associated with emerging adult international students during their university-to-work transition. First, the authors examine the term, emerging adulthood, ...
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This chapter explores the contextual layers associated with emerging adult international students during their university-to-work transition. First, the authors examine the term, emerging adulthood, to consider the relevance for use with international students. Next, they discuss cultural identity development theories that can be applied to international students. Included is a look at how popular dualistic theories that position Western cultures as primarily individualistic and Eastern cultures as collectivist may be no longer relevant. Further, they explore theories that provide evidence that social identity is fluid and contingent on comparisons to both in-groups and out-groups. Thus, each time an international student finds themselves in a new context with different people, they need to renegotiate their identities and their sense of belonging. In this exploration, the authors also delve into how social capital theory—the benefit one derives from belonging to social groups, networks, or institutions—may be conceptualized with international students, and they show how social support and social capital are closely intertwined. In discussing the importance of personal ties, such as family and friends, they explore the nuances of local and home support. Regarding institutional support, they discuss the critical importance of university faculty and supervisors in becoming a new source of social capital and in creating new bridging relationships and social networks in the destination country. Through our examination of international students’ university-to-career transition, the authors broaden and deepen the current understanding by unpacking the contextual layers of emerging adulthood, identity development, social relationships, and social capital.Less
This chapter explores the contextual layers associated with emerging adult international students during their university-to-work transition. First, the authors examine the term, emerging adulthood, to consider the relevance for use with international students. Next, they discuss cultural identity development theories that can be applied to international students. Included is a look at how popular dualistic theories that position Western cultures as primarily individualistic and Eastern cultures as collectivist may be no longer relevant. Further, they explore theories that provide evidence that social identity is fluid and contingent on comparisons to both in-groups and out-groups. Thus, each time an international student finds themselves in a new context with different people, they need to renegotiate their identities and their sense of belonging. In this exploration, the authors also delve into how social capital theory—the benefit one derives from belonging to social groups, networks, or institutions—may be conceptualized with international students, and they show how social support and social capital are closely intertwined. In discussing the importance of personal ties, such as family and friends, they explore the nuances of local and home support. Regarding institutional support, they discuss the critical importance of university faculty and supervisors in becoming a new source of social capital and in creating new bridging relationships and social networks in the destination country. Through our examination of international students’ university-to-career transition, the authors broaden and deepen the current understanding by unpacking the contextual layers of emerging adulthood, identity development, social relationships, and social capital.
Gaby Ramia, Simon Marginson, and Erlenawati Sawir
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447310150
- eISBN:
- 9781447310174
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310150.003.0004
- Subject:
- Sociology, Education
This chapter discusses key trends in the market shares of these two countries, to set the context for the discussion of the Australian and New Zealand international student welfare regulatory regimes ...
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This chapter discusses key trends in the market shares of these two countries, to set the context for the discussion of the Australian and New Zealand international student welfare regulatory regimes in the following chapters. The policy factors affecting market share are also discussed. The various pressures on each are covered, as are the ‘prospects and problems’ in relation to market share and government policy.Less
This chapter discusses key trends in the market shares of these two countries, to set the context for the discussion of the Australian and New Zealand international student welfare regulatory regimes in the following chapters. The policy factors affecting market share are also discussed. The various pressures on each are covered, as are the ‘prospects and problems’ in relation to market share and government policy.
George Gmelch and Sharon Bohn Gmelch
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780520289611
- eISBN:
- 9780520964211
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520289611.003.0013
- Subject:
- Anthropology, Anthropology, Theory and Practice
While nothing can equal the experience of doing fieldwork in an unfamiliar culture, it is possible for students to approximate it close to home. Two fieldwork assignments the authors use in ...
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While nothing can equal the experience of doing fieldwork in an unfamiliar culture, it is possible for students to approximate it close to home. Two fieldwork assignments the authors use in anthropology classes give students hands-on experience. One involves conducting participant observation in local bingo halls. In the other, students interview international students on campus. Both teach important research and life skills (e.g., observation, communication, analysis), but the latter, in particular, gives students insight into their own culture and awareness of ethnocentrism.Less
While nothing can equal the experience of doing fieldwork in an unfamiliar culture, it is possible for students to approximate it close to home. Two fieldwork assignments the authors use in anthropology classes give students hands-on experience. One involves conducting participant observation in local bingo halls. In the other, students interview international students on campus. Both teach important research and life skills (e.g., observation, communication, analysis), but the latter, in particular, gives students insight into their own culture and awareness of ethnocentrism.
Gaby Ramia, Simon Marginson, and Erlenawati Sawir
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447310150
- eISBN:
- 9781447310174
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310150.003.0006
- Subject:
- Sociology, Education
This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in New Zealand. It covers the higher education law context, and ...
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This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in New Zealand. It covers the higher education law context, and the Code of Practice for the Pastoral Care of International Students. The chapter also discusses the international education policy debate in New Zealand, including the student grievance handling regime embodied in the International Education Appeal Authority, which constitutes an international student ombudsman. Most importantly the key empirical findings in relation to the student welfare impact of formal and informal regulation are discussed and analysed.Less
This chapter discusses the various instruments of formal regulation of, and relating to, international education and student welfare in New Zealand. It covers the higher education law context, and the Code of Practice for the Pastoral Care of International Students. The chapter also discusses the international education policy debate in New Zealand, including the student grievance handling regime embodied in the International Education Appeal Authority, which constitutes an international student ombudsman. Most importantly the key empirical findings in relation to the student welfare impact of formal and informal regulation are discussed and analysed.
Michael Roach, Henry Sauermann, and John Skrentny
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780226695624
- eISBN:
- 9780226695761
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226695761.003.0009
- Subject:
- Economics and Finance, Public and Welfare
Research shows immigrants to the U.S. contribute to innovation and are more likely than natives to become startup founders. This may reflect labor market conditions and constraints related to visa ...
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Research shows immigrants to the U.S. contribute to innovation and are more likely than natives to become startup founders. This may reflect labor market conditions and constraints related to visa regulations, or individual attributes such as ability or preferences for risk. Despite progress in understanding immigrant entrepreneurs, little attention has been paid to startup employees who “join” founders in their entrepreneurial efforts. We draw on unique longitudinal data from over 5,600 foreign and native STEM PhD students at U.S. research universities to examine entrepreneurial characteristics and career preferences prior to graduation, and founding and employment outcomes after graduation. We find that foreign PhD students differ from native PhD students with respect to individual characteristics typically associated with entrepreneurship including risk tolerance, preference for autonomy, and interest in commercialization. Foreign PhD students are more likely to express interest in becoming a founder or a startup employee before graduation, but they are less likely to become founders or startup employees in their first industry job after graduation. More nuanced analyses show these patterns hold primarily for foreign PhDs from China and India, while foreign PhDs from Western countries are similar to native PhDs with respect to career interests and employment outcomes.Less
Research shows immigrants to the U.S. contribute to innovation and are more likely than natives to become startup founders. This may reflect labor market conditions and constraints related to visa regulations, or individual attributes such as ability or preferences for risk. Despite progress in understanding immigrant entrepreneurs, little attention has been paid to startup employees who “join” founders in their entrepreneurial efforts. We draw on unique longitudinal data from over 5,600 foreign and native STEM PhD students at U.S. research universities to examine entrepreneurial characteristics and career preferences prior to graduation, and founding and employment outcomes after graduation. We find that foreign PhD students differ from native PhD students with respect to individual characteristics typically associated with entrepreneurship including risk tolerance, preference for autonomy, and interest in commercialization. Foreign PhD students are more likely to express interest in becoming a founder or a startup employee before graduation, but they are less likely to become founders or startup employees in their first industry job after graduation. More nuanced analyses show these patterns hold primarily for foreign PhDs from China and India, while foreign PhDs from Western countries are similar to native PhDs with respect to career interests and employment outcomes.
Gaby Ramia, Simon Marginson, and Erlenawati Sawir
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9781447310150
- eISBN:
- 9781447310174
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310150.003.0007
- Subject:
- Sociology, Education
Having discussed the Australian and Zealand models of international student welfare regulation respectively in the two previous chapters, this chapter conducts a comparative analysis of the two ...
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Having discussed the Australian and Zealand models of international student welfare regulation respectively in the two previous chapters, this chapter conducts a comparative analysis of the two national cases. The comparison is in terms of the formal regime in each country as well as the impact of that regime on the ground in terms of student welfare, analysed principally through review of formal and informal regulation in interviewee feedback. The context for the Australia-New Zealand discussion is set by a comprehensive review early on in the chapter of ‘the comparative evolution of welfare’ in the two countries. The comparative politics and policy literatures are harnessed to shed light on the findings of the chapter and the book more generally.Less
Having discussed the Australian and Zealand models of international student welfare regulation respectively in the two previous chapters, this chapter conducts a comparative analysis of the two national cases. The comparison is in terms of the formal regime in each country as well as the impact of that regime on the ground in terms of student welfare, analysed principally through review of formal and informal regulation in interviewee feedback. The context for the Australia-New Zealand discussion is set by a comprehensive review early on in the chapter of ‘the comparative evolution of welfare’ in the two countries. The comparative politics and policy literatures are harnessed to shed light on the findings of the chapter and the book more generally.
Joe Earle, Cahal Moran, and Zach Ward-Perkins
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781526110121
- eISBN:
- 9781526120748
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526110121.003.0005
- Subject:
- Economics and Finance, History of Economic Thought
Chapter 4 details the history of how the discipline of economics came to be so narrow and the more recent student led movements to reform it. It also includes a critique of the new CORE syllabus.
Chapter 4 details the history of how the discipline of economics came to be so narrow and the more recent student led movements to reform it. It also includes a critique of the new CORE syllabus.