scholarly journals Academic mobility in Slovakia: incoming and outgoing student migration flows

2021 ◽  
Vol 9 (3) ◽  
pp. 18-29
Author(s):  
Tetyana Klyuchkovych ◽  
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Slovak Republic ◽  
Student Mobility ◽  
National Policy ◽  
State Level ◽  
Significant Degree ◽  
Educational Process ◽  
International Mobility ◽  
Academic Mobility

In the article modern situation of academic mobility of students in the Slovak Republic under the conditions of educational internationalization is analyzed. The main conditions and tools of implementing academic mobility in Slovakia are clarified. Academic mobility for all participants of educational process under modern conditions is an important part of higher education internalization. It is defined that implementation of development strategy of international mobility is one of the priority tasks for the national policy in the Slovak Republic. Academic mobility finds systematic support at the Slovak state level. Appropriate conditions have been created for the implementation of academic mobility at the institutional, national and European levels. Along with the benefits, internationalization and mobility poce new challenges for Slovak society. This article looks at three aspects of student mobility flows: incoming mobility, outgoing mobility and mobility balance. There is a problem of imbalance between incoming and outgoing forms of mobility in Slovakia. It is empirically established that Slovakia belongs to the countries with strong flows of initial degree mobility. In the context of Slovakia's European integration, there has been an increase in the number of students participating in academic mobility programs. Factors that stimulate the initial academic mobility of Slovak students are the attractive image of foreign universities, the quality of education and educational services, better employment opportunities, various scholarship programs, lower tuition costs, social support for students and others. Factors such as proximity, language, historical ties, geographical distance, bilateral relationships and political framework conditions are key determinants in selecting a country in which to study. Despite the obvious benefits of international mobility, researchers are increasingly focusing on the problem of "brain drain" and the loss of intellectual potential. Slovakia's problem is that students do not return to their home country after completing their studies abroad. Academic mobility has become one of the channels of migration in Slovakia. In the long term, the potential of the educated and highly qualified population is weakening. This can negatively affect the development of society in economic, cultural, scientific and social aspects. Based on the analysis of the current state of mobility in Slovakia, it is concluded that the country's higher education system is characterized by a significant degree of internationalization.

development of academic mobility among the students of universities

2021 ◽  
Vol 5 (S3) ◽  
pp. 224-236
Author(s):  
Valentyna Slipchuk ◽  
Halyna Yuzkiv ◽  
Nina Batechko ◽  
Maryna Pisotska ◽  
Liudmyla Klymenko
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Student Mobility ◽  
Educational Institution ◽  
Educational Opportunities ◽  
International Mobility ◽  
Academic Mobility ◽  
Quantitative Characteristics ◽  
Mobility Programs ◽  
Students Attitudes

In this article, the concept of "academic mobility" is considered in the framework of internationalization of higher education as a process of moving participants (students and teachers) of higher education from one academic and educational institution to another to exchange experiences and obtain additional educational opportunities for a limited period of time or temporary study. Particular attention is paid to student mobility, which is represented by both internal and external movement of students from one country to another, between regions of the world, or within a region. Information is presented to illustrate the dynamics of changes in the quantitative characteristics of international mobility in the context of a country. Attention is paid to the factors influencing the academic mobility of undergraduate and graduate students. The study uses statistical, analytical, and sociological methods. The study reveals the types of academic mobility preferred by university students. A comparative analysis of undergraduate and graduate students' attitudes toward various forms of academic mobility is presented. Comparing the ratio of students living in student dormitories and students living in families. It turned out that students living in dormitories tend to take a more active part in academic mobility programs.

scholarly journals Academic mobility of students as a factor in sustainability in  higher education (the example of the Republic of Kazakhstan) 

2019 ◽  
Vol 14 (3) ◽  
pp. 118-130
Author(s):  
A. M. Maratova ◽  
N. V. Yakovenko ◽  
G. E. Kairlieva ◽  
Yu. A. Afonin ◽  
K. T. Utegenova ◽  
...  
Keyword(s):  
Higher Education ◽  
Education System ◽  
International Student ◽  
Student Mobility ◽  
Social Adaptation ◽  
Customs Union ◽  
International Mobility ◽  
Academic Mobility ◽  
Higher Education System ◽  
The Republic

Aim. To reveal the features of the process of academic mobility as a factor in the  sustainability of the higher education system (in the example of the Republic of  Kazakhstan). Discussion. The organisation of student academic mobility is determined by the  students striving to move for the purpose of academic exchange in the educational  space and social adaptation in the framework of this process. The modeling of the  organisation of academic mobility of students in higher education is a specific cognitive method in which the object of study is imitated in a model. A model of the academic mobility of students is presented in this article together with an exposition of  its structural components and functionality.   Conclusion. In the current situation in Kazakhstan outgoing academic mobility is of  the greatest priority and acts as a mechanism to develop the intellectual potential  and skills of the population. Incoming student mobility in Kazakhstan occupies a less  significant position because of the weak material and technical base of Kazakhstan  universities, underdeveloped services and infrastructure, limited abilities to provide  education in English and visa restrictions. All this negatively affects the competitiveness of the Kazakhstan higher education system. In considering the indicators of  international student exchange in the states of the Customs Union of the Eurasian  Economic Union, it should be noted that outgoing mobility in Kazakhstan is more  than two times higher than incoming, which impacts on the competitiveness of  Kazakhstan universities in international mobility ratings. Effective organisation of  the academic mobility of students in Kazakhstan will contribute to an increase in the  influx of foreign students to its universities. It will also contribute to the formation  of competitive specialists and their participation in the development of an advanced  society and a knowledge‐based economy in the context of globalization, internationalisation and sustainable development. 

scholarly journals IMPROVING THE QUALITY OF HIGHER EDUCATION IN THE SYSTEM OF STATE REGULATION

2021 ◽  
pp. 35-42
Author(s):  
Ek.V. Agamirova ◽  
◽  
N.V. Kosareva ◽  
El.V. Agamirova ◽  
N.A. Ulyakina ◽  
...  
Keyword(s):  
Higher Education ◽  
Russian Federation ◽  
Educational System ◽  
State Regulation ◽  
Educational Process ◽  
Educational Services ◽  
Academic Mobility ◽  
Quality Of Higher Education ◽  
The Russian Federation

The article considers approaches to improving the quality of higher education in the system of state regulation. It is established that the reform of the educational system in the Russian Federation requires adequate changes in the internal management of universities, their transition to the principles of strategic planning, monitoring of the educational services market, personnel management, expansion of academic freedoms and academic mobility of all participants in the educational process.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

scholarly journals Pandemic Testing of the Sustainability of Emerging Trends in Higher Education

2021 ◽  
Vol 65 (2) ◽  
pp. 125-133
Author(s):  
E. Antyukhova ◽  
P. Kasatkin
Keyword(s):  
Higher Education ◽  
Career Guidance ◽  
Educational Process ◽  
Knowledge Generation ◽  
Academic Mobility ◽  
The World ◽  
Reported Study ◽  
Excellence In Education ◽  
Active Implementation ◽  
State Subsidies

The article is devoted to objectifying the consequences of the emergency transition to distance education in universities and the global decline in academic mobility during the 2020 pandemic through the prism of active implementation of the methodology of success and excellence in education. The author highlighted the current trends in education by the beginning of the second decade of the 21st century: increasing inequality in the education system; the predominance of the idea and methodology of success and excellence; a stable division into global and regional; the replacement of the model of internalization of values with the model of knowledge generation; refusal of targeted state subsidies in favor of self-financing; precarization of the middle teaching class; demonstration of the superiority of digital solutions in the translation of knowledge; creation of outsourcing chains of interaction in the educational sphere (research centers – universities, universities – commercial publishing houses, schools – career guidance centers, universities – online plaftorms, etc.). The article analyzes the aspects of changes in the modern model of higher education, taking into account the desire to position universities in the world educational rankings. The basis for a discussion of the choice of development priorities has been formed, taking into account the growing dissatisfaction of teachers with the need to match the model of success and excellence in their educational and scientific activities. It was found that pre-pandemic trends in education were multidirectional, and their impact on education systems and learning models (global or regional) was more stimulating for development, rather than mandatory for survival. The crisis has divided the manifestations of the new into two components: necessary renewal and sufficient improvement to ensure stability. It is noted that education is characterized by a fairly conservative approach to the organization of the educational process, so the extreme transition to distance learning during the pandemic actually replaced the evolutionary period of transformation of education, which would have lasted for more than one decade. Academic mobility, which has become widespread in the world, but which was forced to temporarily stop its activity during the pandemic, in the new conditions can continue to contribute to improving the ranking of universities, but can also carry threats of precarization to their working teachers and become a source of social tension, which should be taken into account when developing university development programs in the context of universal digitalization. Conclusions are drawn about trends have been tested by the pandemic reality, which will determine the vector of future development of higher education. Acknowledgements. The reported study was funded by RFBR according to the research project № 20-04-60109.

scholarly journals INTERNATIONAL SHORT STUDENTS MOBILITY AND TRANSPARENCY: A DUTCH – RUSSIAN PERSPECTIVE

2021 ◽  
pp. 335-344
Author(s):  
Florentin Popescu ◽  
◽  
Tijmen Weber ◽  
Roman Iskandaryan ◽  
◽  
...  
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Comparative Analysis ◽  
Literature Review ◽  
The Netherlands ◽  
Student Mobility ◽  
International Mobility ◽  
Policy Makers ◽  
University Of Applied Sciences ◽  
European Higher Education

This paper investigates the importance of transparency of internationalization and various obstacles and barriers that influence international short student mobility within the European Higher Education Area (EHEA) in particular in the Netherlands and in Russia. Having in mind that due to privacy regulations and availability of data regarding international short student mobility, this article is using a framework based on literature review. The authors analyze patterns in international short student mobility, both between countries andover time, notonly by using various literature analyses but as well as interviews and panel discussions atHAN University of Applied Sciences, the Netherlands and Plekhanov Russian University of Economics, Russia, to give this research an qualitative dimensionand underline how internationalization and what various factors are relevant to international short student mobility. This article presents an important contribution to this growing field of literatureby doing a comparative analysis about the factors which positively improve the international short students mobility. The three folded impact ofthis paper is obvious for the stakeholders involved: students, institutions and policy makers are responsible for the smooth cooperation and coordination for a better international mobility.

scholarly journals Higher Education and International Student Mobility in the Global Knowledge Economy

2012 ◽  
Vol 2 (1) ◽  
pp. 128
Author(s):  
Darla Fletcher
Keyword(s):  
Higher Education ◽  
New York ◽  
Knowledge Economy ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
State University ◽  
International Mobility ◽  
Global Knowledge ◽  
International Student Mobility

In the context of internationalization and globalization of higher education, Kemal Gürüz’s book, Higher Education and International Student Mobility in the Global Knowledge Economy, explores contributions made by international students and scholars in higher education from a historical perspective. A native of Turkey, Gürüz studied and worked for a while at Harvard University and the State University of New York in the United States. He presents the international mobility of students and scholars with in-depth historical, cultural and socio-economical perspectives. Gürüz highlights global knowledge economy, institutional patterns of higher education, enrollments, governance, and recent changes in higher education of several countries in this book.

scholarly journals Gender aspect of social development of future specialists of the socionomic field as subjects of development of safe and healthy educational environment

2021 ◽  
pp. 241-250
Author(s):  
Nelli Tarasenko ◽  
Olga Rasskazova ◽  
Katerina Volkova
Keyword(s):  
Higher Education ◽  
Social Development ◽  
Gender Equality ◽  
Human Life ◽  
State Level ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Values ◽  
The Social ◽  
Gender Aspect

The article presents the essence and ways of the gender aspect of social development of future specialists in the socionomic sphere. Several legislative documents on the establishment of gender equality adopted at the state level in Ukraine are analyzed. The necessity of developing the gender aspect of specialists in the socionomic sphere is substantiated. Analyzed components: «gender» (one of the basic components of the social structure of society), «sociality» (acquired in the course of human life in society supra-individual structure of his personality), «hidden curriculum» (what is latently broadcast to students in parallel with the official curriculum). The components of the development of the gender component of human sociality (cognitive, value, emotional-personal activity-behavioural), which are formed based on the social experience of the individual, values of gender equality, subjectivity in gender construction, gender sensitivity, gender tolerance, empathy behavioural strategies. Theoretical provisions for the development of a safe and healthy educational environment are outlined. It is established that in practice the development of the gender component of the sociality of students of socionic specialities in the conditions of pedagogical higher education establishment becomes possible through the implementation of the following areas of work: organization of meetings with representatives of units concerned with prevention and prevention of discrimination; updating of programs and material of initial disciplines taking into account the leading principles of gender-sensitive approach; introduction of certain topics on gender issues into the educational process; promoting the self-education of student youth on the implementation of gender policy; creation of gender promotion centres in higher education institutions.

Internationalization within higher education and its influence on faculty: experiences of Turkish academic staff

2017 ◽  
Vol 16 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Svenja Bedenlier
Keyword(s):  
Higher Education ◽  
Research University ◽  
Academic Staff ◽  
National Level ◽  
National Policy ◽  
International Mobility ◽  
Present Context ◽  
Academic Faculty ◽  
Perceived Effects ◽  
The Individual

In this article, findings are reported from a phenomenology-oriented study on prolonged international mobility and the effects of internationalization on the professional lives of six academic faculty at a Turkish research university. Drawing on research on international mobility of faculty and the present context of Turkish higher education, this investigation identifies three distinct phases of the sojourn abroad – motivation to go abroad, being abroad, repatriating to Turkey – being framed by the supportive and demanding culture of the specific institution. For the participants, ambivalently perceived effects at the individual, institutional and national level include networks gained, the imperative to publish in English, and the lack of a comprehensive national policy for internationalization.

scholarly journals Safe Spaces for Disruptive Learning in a North–South Research Partnership Context: International Mobility of Doctoral Students

2021 ◽  
Vol 13 (4) ◽  
pp. 2413
Author(s):  
Lilian Julia Trechsel ◽  
Anne Barbara Zimmermann ◽  
Camilla Steinböck ◽  
Thomas Breu ◽  
Karl Herweg ◽  
...  
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Doctoral Students ◽  
International Student ◽  
Student Mobility ◽  
Research Strategy ◽  
Working Relationships ◽  
International Mobility ◽  
Disciplinary Boundaries ◽  
Safe Spaces

This article spans issues of international student mobility, inequalities in higher education, and spaces for transformative learning for sustainable development. We tracked PhD alumni of an international Swiss research program in 2012 and 2017 and found that students from the global South experienced a significant, immediate career boost; most graduates decided to remain in or return to their country of origin after graduation (brain circulation). Career advancement among global North students took longer to develop. In-depth interviews with selected graduates gave students a voice: they felt empowered by networks, new friendships, and working relationships across disciplinary boundaries. The “safe spaces” or “Third Spaces” created in the program—encompassing inter- and transdisciplinary approaches, institutional and cultural diversity, and a real-world focus—were key for transformative learning, supported by an unconventional teaching and research strategy. To support disruptive learning leading to changes in mindsets and to reduce inequality in higher education, Western universities must question their own privileged position.

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