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Descriptors:
Social Isolation; Foreign Countries; Student Mobility; Nationalism; Foreign Students; Educational History; Social Capital; Social Mobility; Power Structure; Social Networks; Advantaged; Universities

Abstract:
Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up its own university; before then, young Luxembourgers had to study in foreign countries. Over the past 150 years, Luxembourg has thus experienced exceptionally lively student migration. This migration is almost unique in Europe; however, academic research has paid little attention to the consequences of the migration experience of whole student generations on Luxembourgish society. The data presented in this paper demonstrate that migration has opened up chances for participation and access to positions of social power, while at the same time the networks of students became an instrument of social exclusion. Thus, the migration experience over the past 150 years not only led to a strong degree of social-cultural cohesion within the national elite; paradoxically, international student mobility has also had deep effects on the preservation of national identity. (Contains 5 figures and 88 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competition; Foreign Countries; Student Mobility; Foreign Students; Educational Trends; Study Abroad; Higher Education; Trend Analysis

Abstract:
The most striking trend in international student mobility over the past forty years is the increase in the number of globally circulating students, from approximately 250,000 in 1965, up to an estimated 3.7 million at present (OECD 2011: 320, UNESCO 2006: 34). Perhaps as important as the growing numbers of students is the fact that the traditional destination countries for international students--the USA, the UK, Germany, France, and Australia--face increasing competition from countries like the Russian Federation, China, Singapore, and Malaysia. Countries that send large numbers of students abroad are increasingly also becoming recipients of international students, while the growth of education "hubs" in recent years in the Middle East, Asia, and elsewhere is also providing new destination options for mobile students. Overall, the USA and Europe, and English-speaking destinations in general, remain the dominant actors in international student mobility, notwithstanding the increasing competition from the rest of the world. This paper discusses the trends in international student mobility in the USA and Europe and the challenges they face at present and in the near future. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Change; Urban Areas; Low Achievement; Grade 9; At Risk Students; Educational Improvement; Student Needs; Identification; Intervention; High Schools; Program Effectiveness; Educational Indicators; Dropout Prevention; Graduation Rate; Student Characteristics; Gender Differences; Racial Differences; Student Mobility; Reading Achievement; Mathematics Achievement; Age Differences; Socioeconomic Status; Grade Point Average

Abstract:
Chicago has been in the forefront of the country in its use of 9th-grade indicators of dropout. Catalyzed by the development of the freshman on-track indicator and research around it, Chicago school administrators, central office personnel, and external partners have developed a number of mechanisms using 9th-grade indicators to stimulate school improvement. This article describes 3 ways in which early warning indicators are useful for improving student achievement: (a) focusing conversations and efforts on actionable problems; (b) identifying students for intervention; and (c) using indicator patterns to address low performance in a strategic way. Examples from high schools in Chicago suggest that knowledge of the on-track indicator and its use in district accountability were not enough to change practice. However, the availability of data tools that make it easy to act on information about on-track rates have changed the ways in which teachers and school staff interact with each other, students, and parents regarding improving student performance. The strategies they have developed with the data tools have provided a systematic focus to their efforts, which appears to be paying off in substantially improved ninth-grade achievement. (Contains 1 table, 4 figures, and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Asians; Foreign Nationals; Self Concept; Student Mobility; Interviews; Networks; Global Approach; College Faculty; Teacher Attitudes; Cultural Pluralism

Abstract:
In this article, we explore how Chinese scholars in the USA recount their transnational collaborations and linkages. Guided by post-colonial theories and cultural studies of transnational academic mobility, we utilise in-depth interviews to resituate the scholars' experiences within a discourse of diasporic intellectual networks. We argue that their movement is not simply a transfer from one physical location to another, but rather that the movement itself constitutes a new space of identification, of belonging and of global imagination. We conclude by considering the transnational implications of local agency for global connectivity and emergence of new subjectivities in a fluid global world. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; College Transfer Students; Student Mobility; Articulation (Education); Postsecondary Education; Public Colleges; Student Surveys; Transitional Programs; Participant Satisfaction; Attribution Theory; Student Attitudes; Institutional Characteristics; Student Characteristics; Student Educational Objectives; Academic Persistence; Transfer Rates (College)

Abstract:
Over the last several years, there has been a wealth of new data on student mobility in British Columbia's postsecondary system. Quantitative information from the Student Transitions Project (STP) has allowed current and prospective students, the BC Council on Admissions and Transfer (BCCAT), public post-secondary institutions, the Ministry responsible for post-secondary education and the Ministry of Education to get a clearer picture of how students navigate the system, moving among public post-secondary institutions in multiple directions. These administrative data, rich as they are, are unable to answer qualitative questions about why students are moving and how satisfied they are with their institutions and the transfer experience. Data from the Student Transitions Project (STP) were used to identify students who were registered in one or more BC public post-secondary institutions in fall 2011 and were enrolled in a different BC public post-secondary institution during the academic year 2010-2011. Of the 5,932 movers identified as eligible for surveying, 1,623 responded for an overall response rate of 27.4 percent. Respondents to the "Survey of Movers" have provided important insight into their considerations, decisions and experiences as they moved between BC's public post-secondary institutions. As a group, they entered the postsecondary system with varying goals--most commonly either credential completion at their original institution, or transfer to another institution. Most respondents (58 percent) had met their main goals by the time they left their original institution and 85 percent had met their main goal at their subsequent institution by the time they were surveyed. Most students switched institutions not due to dissatisfaction, but because they wanted to pursue a specific program that they could not pursue at the original institution. Appended are: (1) Identifying the Eligible Cohort; and (2) Transfer Expectations and Satisfaction. (Contains 3 footnotes.) [For "Survey of Movers. Executive Summary," see ED540020.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Transfer Students; Student Mobility; Research Universities; Attribution Theory; Foreign Countries; Participant Satisfaction; Student Surveys

Abstract:
Thanks to the Student Transitions Project (STP) there is a wealth of data on student mobility in BC's post-secondary system; however, these data do not explain why students are moving, and how their educational goals are being supported. In early 2012, the BC Council on Admissions and Transfer commissioned BC Stats to survey over 1,600 students who changed BC public post-secondary institutions between the 2010/11 academic year and fall 2011. The BC Transfer System enabled students moving to research universities to plan effectively, and provided those moving from research universities the option to continue their studies elsewhere when circumstances intervened. Students moving to and from all institution-types were able to progress toward their educational goals across the range of institutions and programs comprising BC's articulated post-secondary system. (Contains 1 footnote.) [For the full report, "A Survey of Movers: Students Who Move between BC Public Post-Secondary Institutions. A Summary of Findings," see ED540029.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Student Mobility; Study Abroad; Foreign Students; International Cooperation; Comparative Analysis; Economic Factors; Student Participation; College Students; Higher Education; Decision Making; Regression (Statistics)

Abstract:
In this article, we look at the barriers to international student mobility, with particular reference to the European Erasmus program. Much is known about factors that support or limit student mobility, but very few studies have made comparisons between participants and nonparticipants. Making use of a large data set on Erasmus and non-Erasmus students in seven European countries, we look at the barriers for participation. Results reveal the overall impact of financial barriers but suggest that it is personal barriers that help us to better differentiate between Erasmus and non-Erasmus students. The analysis suggests a two-pronged approach to increase participation: one focusing on better information and communication and the other stressing the benefits of Erasmus mobility. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Differences; Foreign Countries; Qualitative Research; Foreign Students; Faculty Advisers; Counselor Attitudes; Counseling Effectiveness; Inquiry; Foreign Student Advisers; Student Mobility; Global Approach; Interviews; Transcripts (Written Records); Counseling Objectives; Study Abroad; Performance Factors

Abstract:
A qualitative inquiry into the presence of international students in an Indian Technical University, through the voices of the faculty, who are appointed as international students' counselors. A case study methodology was employed with document analysis and interviews to perceive how technical faculty managed students from varying cultural backgrounds. International students were admitted by the Center for International Affairs, a body in the university, in the three categories, namely, foreign nationals (FN), children of nonresident Indians (NRI), and children of Indian workers in Gulf countries (CWIGC). The focus of counseling turned out to be largely on academic performance and related parameters like class attendance. Besides this, the majority of the international student population were the culturally similar students of Indian origin, with nonresident-Indian parents or relatives, living and working in Western and Middle East countries. These factors were the prime reasons that the faculty perceived themselves as well prepared to handle the role of international-students' counselors. A limitation of the study was the low volume of international students and fact that the majority of international student population turned out to be the culturally similar students of Indian origin. Although cultural differences were few in such a case, there were inherent differences between the Indian education system and the educational systems of the origin countries, which provided the necessary focus. Perspectives on the impact of travel abroad, the reasons of internationalization in Indian universities, and the various problems international students face in a different education system were explored. The faculty counselors expressed their view that the university needed many preparatory reforms before it could confidently welcome a large number of international students from various countries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; Study Abroad; Academic Achievement; Needs Assessment; Student Needs; Student Attitudes; Student Mobility; Student Educational Objectives; International Cooperation; International Educational Exchange; Academic Support Services; Ancillary School Services

Abstract:
In the context of international growth in higher education exchanges and recent expansion in U.K. mobility rates after a period of some decline, this article examines the perspectives of U.K. students who have decided to spend part of their degree at universities abroad. Based on an analysis of data generated by a cross-institutional survey of "credit-mobile" U.K. students, the article explores their views, evaluations, and priorities with regard to one particular aspect of the study abroad experience-student support. The findings reveal a blend of academic, practical, and socioemotional needs, alongside a predominant reliance on self-direction and proactive social participation as strategies for addressing them. Finally, a number of recommendations for home and host institutional practice and student preparation--in the United Kingdom and other (English-speaking) countries--are considered. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Student Mobility; Foreign Countries; Global Approach; Study Abroad; Military Service; Travel; Student Exchange Programs; Reentry Students; Student Diversity; Educational Environment; Self Concept; Background; Individual Characteristics; Identification (Psychology)

Abstract:
At the intersection of the topics of migration and diversity in higher education lies the experience of people who grow up overseas, or who go overseas for education or military service, and then return as college students. This article addresses their experience, drawing from a series of exploratory interviews conducted--as part of a broader distributed research process on diversity--at one particularly diverse American university. The overseas experience, as would be expected, generally broadens student perspectives but also individuates them by first removing people from existing personal networks and established cognitive routines, then inserting them into new networks and cognitive patterns overseas, and finally reinserting them back into a "home" situation in the United States that is both familiar and now newly alien. The legacies of return thus include a resorting and reconfiguration of notions of self and identity as well as those of family, community, and nation. Overall, the process suggests a useful parallel between the student as traveler and the traveler as student. There is also a warning in this material that much human diversity involves very individualized experiences that may be overlooked in the more generalized literatures on education (especially higher education) and human mobility. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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