Demystifying the Stigma of Transient African American Housing Dwellers

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.

INTERNATIONALISATION OF HIGHER EDUCATION BASED ON LEAN MANAGEMENT PRINCIPLES: CASE STUDY OF JAGIELLONIAN UNIVERSITY

The paper deals with the phenomenon of lean management in higher education analyzed within the context of internationalisation process in Polish higher education as a means of ensuring inclusive global higher education space. Lean management is looked upon as one of the 21st century models of university management transplanted from the sphere of private enterprises and business companies’ management. The empirical analysis has been conducted with the use of statistical data provided by the official website of Jagiellonian University, Krakow, Republic of Poland. The data have been collected in accordance with the following internationalisation process indicators: amount of bilateral Memoranda of Understanding; Inbound Mobility: number of foreign students who have completed the full cycle bachelor's / master's degree; Inbound Mobility: number of foreign students who have completed the full cycle PhD’s degree; Inbound Mobility: participation in Quin Jadwiga Fund granting schemes; Inbound Mobility: participation in Erasmus / Erasmus+ Programme; Outbound Mobility: participation in Erasmus / Erasmus+ Programme; number of outbound mobile students in accordance with bilateral agreements; number of inbound mobile students in accordance with bilateral agreements; number of outbound mobile staff in accordance with bilateral agreements; number of inbound mobile staff in accordance with bilateral agreements. The collected data have shown gradual increase of internationalisation process indicators and allowed concluding that the introduction and support of lean management principles in higher education promotes the intensification of the internationalisation process.

Upward Mobility in Education: The Role of Personal Networks Across the Life Course

How do individuals achieve upward mobility in education despite the well‐documented mechanisms that foster reproduction of inequalities? This question presents a fundamental puzzle for social science researchers and has generated an increasing body of research. The present article tackles the puzzle using a life course and personal network lens. Studying educational trajectories in Germany of students whose parents have low educational degrees, it asks: What paths did students take through the education system, what personal network factors were important for their educational attainment, and how did these factors change over students’ life courses? In contrast to most studies that zoom in on a specific transition or time period, the article uses data from 36 retrospective in‐depth interviews that allow a sweeping view of respondents’ educational careers. Thanks to a systematic case selection scheme, the data also enables comparisons between students who became upwardly mobile and those who replicated their parents’ low educational degrees. Findings suggest four types of trajectories: direct upward mobility, indirect upward mobility, direct non‐mobility, and indirect non‐mobility. I discuss four personal network factors that seem to drive these trajectories: support with academic efforts, encouragement, support with solving problems, and role models. Upwardly mobile students showed combinations of two or more of these four factors that established higher education as the students’ goal, and provided them with tools and support to reach that goal. With these findings, the article contributes to literature on inclusion in education, social inequality and mobility, personal networks, and the life course.

The changing map of international student mobility

This article presents fifteen essays following a prompt on the changing map of international student mobility through three disruptions, namely Brexit, America First and COVID-19. These essays written by postgraduate students at Beijing Normal University were collected during the Spring semester of 2020 and edited by Stephanie Hollings and Zhang Man under the supervision of Professor Michael Peters. The fifteen texts, written in the midst of the COVID-19 pandemic, highlight the many factors and faces of the changing map of international student mobility from fifteen different perspectives. The world map is a key aspect of these essays as it is not only important as a geographical concept but as a discourse of knowledge, power, identity and ideas that will be reflected in each student’s interpretation of international student mobility. Each student draws on their own diverse background and lived experiences, some as Chinese students and some as international students in China, to give light to these disruptions through the eyes of ‘globally mobile’ students, making an important contribution to global discussions on international student mobility. These students, reflecting on being in the midst of a pandemic spreading across the world map, imagine the future post-COVID-19 and how that will interplay with the other two major student mobility disruptions of recent years (Brexit and America First) to impact international student mobility, international education, the ever-changing map of international student mobility and the discourse that comes from that changing map.

Using YouTube Videos to Promote Universities : A Content Analysis

In today’s global higher education environment, international students represent not only an important source of external income for universities: the degree of cross-border student mobility also reflects the internationalization of higher education sector. Universities have engaged in efforts to sell themselves to prospective students and promotional videos are among the most widely used marketing tools for this purpose. This study reports the results of a study analyzing the content of 140 higher education promotional videos from 14 countries available on YouTube. The results reveal that while the pattern of use of YouTube for two-waycommunication with viewers, information contents and appeal messages among sampled universities is fairly homogenous, some marked differences emerge when cultural background and global position ranking of the university are taken into account. The implications of these findings are that, although, transnational higher education has been profoundly globalized, culture still plays a significant role in marketing practice for the recruitment of mobile students. In addition, different universities have various student-targeted segments. These findings provide the basis of a series of recommendations for universities looking to optimize their use of YouTube and promotional video design to market to international students.