Escher’s Staircase: Higher Education and Migration in Australia

2020 ◽  
pp. 25-38
Author(s):  
Mary Leahy ◽  
John Polesel ◽  
Shelley Gillis
Keyword(s):  
Higher Education ◽  
And Migration

scholarly journals Applying Student Development Theories: Enhancing International Student Academic Success and Integration

2019 ◽  
Vol 11 (Winter) ◽  
pp. 18-24
Author(s):  
Anduena Ballo ◽  
Charles Mathies ◽  
Leasa Weimer
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
International Students ◽  
Student Development ◽  
Student Services ◽  
International Student ◽  
Student Mobility ◽  
Development Models ◽  
Growth And Change ◽  
And Migration

Student development theories (SDT) focus on the growth and change occurring in students while attending higher education. In this article, we propose that the application of student development theories supports holistic development in international students and helps us understand international students’ academic success and integration. We outline a combination of student development models, derived from SDT, and interact them with concepts from international student mobility and migration (ISM). These models, when applied to student services, may assist higher education institutions (HEIs) in designing student services for international students enhancing academic success and integration.

International Skill Flows and Migration

2017 ◽  
Author(s):  
James Wickham
Keyword(s):  
Higher Education ◽  
Brain Drain ◽  
Financial Services ◽  
Circular Migration ◽  
Skilled Migration ◽  
Permanent Settlement ◽  
The Usa ◽  
And Migration ◽  
Limiting Case ◽  
Oecd Data

Migrants are increasingly skilled. Historically British emigration was disproportionately skilled and new comparative OECD data shows the continuing brain drain from Europe to the USA. However skilled migration is best understood as skilled mobility not migration: permanent settlement in a destination country is a limiting case within a multiplicity of movements exemplified by the international commuting of the financial services elite. Immigration policies increasingly attempt to attract the best and the brightest. Rising mobility is driven by firms’ recruitment policies, but also by individuals’ motivations which are often non-financial. Skilled mobility is now claimed to benefit both origin and destination countries through circular migration and knowledge transfer. However, skilled mobility can also promote privatisation of higher education in origin countries and lower investment in training in receiving countries. A typology of skilled mobility suggests some forms can increase income inequality in destination countries.

Mobility, Internationalisation, Higher Education

2014 ◽  
pp. 44-61 ◽  
Author(s):  
Maria da Conceição Pereira Ramos
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Added Value ◽  
Social Responses ◽  
Academic Mobility ◽  
Educational Culture ◽  
Internationalisation Of Higher Education ◽  
European Higher Education ◽  
Other World ◽  
And Migration

In this chapter, the authors address the following issues: convergence of internationalisation paths in universities and trends in European higher education; international cooperation and education regarding the internationalisation of higher education policy in Europe and other world regions; mobility trends with the growth of selective and qualified migration; student flows and migration in the higher education globalisation and internationalisation process; European and national policies for academic mobility and internationalisation of higher education; consequences of academic mobility and migration regarding the professional value of mobility, interculturalism, and higher education; institutional and social responses to internationalisation, Europeanisation, and globalisation of higher education. The authors note how international academic mobility represents a professional added value and a cultural, scientific, and technological enrichment for higher education, which broadens the perspectives of the individuals and institutions involved. The internationalisation of higher education contributes to spreading an educational culture with a tendency to establish itself as a European and global educational model.

scholarly journals Vital Problems of the Career Guidance Work in Higher Education Establishments: The Socio-Economic Context

2020 ◽  
Vol 89 (2-3) ◽  
pp. 107-116
Author(s):  
H. B. Cherusheva ◽  
А. V. Syniakov
Keyword(s):  
Higher Education ◽  
Career Guidance ◽  
Social Background ◽  
Vocational Guidance ◽  
Value Orientations ◽  
Economic Sectors ◽  
Higher Education System ◽  
Essential Change ◽  
The Government ◽  
And Migration

The latest years are marked by the considerably aggravated demographic situation in Ukraine, which enhanced the competition among higher education establishments (HEEs) on the education services market and intensified the vocational guidance work in HEEs among student youth. The vocational guidance work, gaining special significance as early as in times of Ukraine’s transition to the market economy, still remains an important element of the government policy. It helps identify and purposefully develop talents and inclinations of a person, his/her professional and cognitive interests regarding the choice of future specialty, effectively increase his/her social and professional mobility and form his/her needs and willingness to labor activities. The authors justify the need for essential change in the higher education system of Ukraine. The social background for the professional choice, the dynamics of value orientations and values of student youth, specifics of the vocational guidance work in HEEs are studied by case of the National Academy of Statistics, Accounting and Audit (NASAA). Details of the system for vocational guidance work in NASAA are given, with formulating its core objectives and outlining the phases and areas of implementation. Results of a survey lead the authors to the conclusion about a gap between the needs of the labor market in highly skilled specialists, on the one hand, and the professional orientations and choices of student youth, on the other, resulting in a higher probability of casual entrances of applicants to HEEs. This gives birth to moral and psychological collisions of the personal nature, with the subsequent dissatisfaction with the chosen profession, staff turnover and migration of young specialists across economic sectors. It is revealed that full-fledged and comprehensive information and education efforts and qualified vocational guidance services on professional choice rendered to student youth can be most effective given the concerted actions of HEEs, schools and other social institutes.   The authors’ studies allow them to identify problematic points in the vocational guidance work and outline the main areas of further improvements in the vocational guidance.

African-Born Female Academics in the U.S.

2019 ◽  
pp. 427-440
Author(s):  
Rosaire Ifedi
Keyword(s):  
Higher Education ◽  
United States ◽  
Phenomenological Study ◽  
The United States ◽  
Study Data ◽  
Immigrant Status ◽  
Structured Interviews ◽  
Gender And Migration ◽  
And Migration ◽  
The U.S

This paper was based, in part, on some findings related to the intersection of identity and career outcomes for some African-born female academics located in the United States. In the phenomenological study, data were collected through semi-structured interviews and revealed accounts of race and gendered challenges in their experiences. However, even though they faced similar kinds of marginalization as other Black and foreign women, these participants were confronted with unique questions of identification and experiences of double discrimination. Nonetheless, the findings also suggest a persistence that was reflected in their stories of access, inclusion, and exclusion as well as their perceived role as coalition-builders. An implication for immigrant female professors in the U.S. is that their immigrant status could both facilitate as well as challenge their career paths and economic outcomes, a point equally corroborated by research on gender and migration in higher education in Europe and elsewhere.

scholarly journals Interest Convergence and the Commodification of International Students and Scholars in the United States

JCSCORE ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 81-109
Author(s):  
Christina W. Yao ◽  
Tiffany Viggiano
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Soft Power ◽  
International Student ◽  
The United States ◽  
Interest Convergence ◽  
Official Statement ◽  
And Migration

International students and scholars in the United States (U.S.) have often been excluded from conversations about race, ethnicity, and migration within U.S. contexts. However, with the issuance of what is commonly known as the Travel Bans, fears emerged from the international education community of the Travel Bans affecting international student recruitment and enrollment. In this study, we highlight the ways in which an official statement from leaders of international higher education organizations employ interest convergence arguments, followed by a discussion of the ways in which convergence in this case is employed as a tool to garner U.S. soft power. The examination of a brief of amicus curiae submitted by the American Council on Education and 32 additional higher education associations revealed the commodification of international students and scholars when using interest convergence as an analytical frame for examining the soft power (Nye, 2008). International students and scholars contribute to U.S. soft power as a means of garnering diversity, contributing to foreign policy, producing knowledge, and generating economic gains.

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