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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; Foreign Countries; Grouping (Instructional Purposes); International Education; International Relations; Foreign Students; Academic Aspiration; Asians; Indians; Case Studies; Enrollment; Expectation
Abstract:
The aspirations and expectations of the growing international student cohort in Australia are implicitly incorporated into recruitment and internationalization strategies but have received little academic analysis. To address this gap in the literature, this paper develops a conceptual model built upon earlier research by Tim Mazzarol and Geoffrey Soutar, which focuses on the push and pull factors relating to home country and country of destination, respectively, in relation to students' decisions to seek international study. Focusing predominantly on Chinese and Indian students, we conceptualise, extend and place the push and pull factors within a social psychological framework in relation to students' aspirations and expectations of international education, indicating factors that can be influenced by higher education (HE) institutions and their programmes, and those which cannot. We then interrogate the model and its applicability in Australian HE through the case study of an Indian international Study Tour conducted in our Australian HE institution in 2009. In the present context of decreased international student enrolments in Australia in 2010, where we seek to better understand our international students, the proposed model provides a basis for identifying international students' expectations and aspirations and developing prospective international relations. (Contains 3 figures.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
International Education; Global Approach; International Organizations; Educational Theories; Teacher Education; Researchers; Teacher Role; Critical Thinking; Criticism; Equal Education; Educational Attitudes; Action Research
Abstract:
In this article, we set out from the challenge that globalising synchronisation--usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives--presents for education to argue that the time-space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise. (Contains 10 notes.)
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Author(s): |
Borchgrevink, Kaja |
Source: |
Prospects: Quarterly Review of Comparative Education, v43 n1 p69-84 Mar 2013 |
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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Islam; Foreign Countries; Religious Education; Terrorism; Recruitment; Educational Change; Muslims; Role of Education; International Education
Abstract:
Described as "terrorist factories", the South Asian madrasas have become the subject of great controversy since September 11, 2001. In Afghanistan, people commonly blame Pakistani madrasas for recruiting Afghan youth into militant groups. In response, the Afghan government has initiated a comprehensive reform of the Islamic education sector. Yet, little analytical attention has been paid to Afghan madrasas and their transnational links. This article examines more closely the role of religious education in Afghanistan, transnational connections with madrasas in Pakistan, the alleged links to militancy, and the scope for reform of the religious education sector in Afghanistan.
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Author(s): |
Watts, Ruth |
Source: |
Paedagogica Historica: International Journal of the History of Education, v49 n1 p17-33 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Females; Educational Administration; Expertise; Educational Experience; Scholarship; Gender Differences; Women Faculty; Networks; Communities of Practice; Educational History; Foreign Countries; International Education; Gender Issues; Teaching (Occupation)
Abstract:
An examination of recent gender scholarship demonstrates how a gendered lens has contributed to the debates on society, the state and education. Using local and international examples mostly from about 1880 to 1930, this paper will investigate how gendered perceptions coloured the provision of education, what we mean by "the state" and how much and what type of education it and other bodies have provided for females in different contexts. Following this, it will examine the growth of women in teaching, the challenges and limitations which beset them, the opportunities that were opened up to them and how far they and other women achieved authority and/or expertise in education in schools, colleges, educational administration and management, or as leaders and thinkers. This will illustrate the gendered thinking underlying much state education, but also show women as agents, building up networks and communities of women involved in education in multifarious ways, including transnational education. At the same time it can be seen that this has often belied imperialistic imperatives and ethnic condescension. Moving between local examples from Birmingham and Britain and international examples principally from English-speaking scholarship, the importance of gender history is argued because it reveals educational experiences and tiers of educational initiatives, practice and administration often neglected yet significant in education, while at the same time raising new questions. It does not just bring females into history, but understands history in a different and deeper way. (Contains 102 footnotes.)
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