Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1993. / Source: Masters Abstracts International, Volume: 45-06, page: 2753. Typescript. Includes bibliographical references (leaves 192-196).

Thesis (M.S.) in Resource Ecomonics and Policy--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 108-112 ).

No description available.

No description available.

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. James Sampson, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Aug. 16, 2005). Document formatted into pages; contains v, 49 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

This thesis explores the emerging issue of cities and countries competing for international students as part of market and talent-based economic development strategies. Based on case studies in London, UK and Toronto, Canada, this research draws on interviews with senior policy-makers as well as international students completing their overseas studies to examine three issues. First, this thesis investigates the process by which similar policies to attract and retain greater numbers of international students have been developed and introduced in both countries. Arguing that these policies are “mobile,” this thesis demonstrates how the competitive interconnectedness of policy-making leads to the transfer of policy ideas from one jurisdiction to another, while also recognizing the mediating role of institutions for contributing to continued geographic differences in the policy landscape regarding international education. Second, it examines the decision-making process for international graduate students upon the moment of graduation with regard to their settlement and employment strategies. Through a comparison of international students finishing advanced degrees in science and engineering in both sites, it reveals the extent to which students’ plans involve the complex intermingling of personal, professional and (im)migration regulation factors. The confluence of these factors tend to pull students in different geographic directions, indicating that the conventional ‘stay or return’ construct is too simplistic as a framework for understanding students’ future movements. Moreover, the comparison of students’ strategies in the two sites illustrates the differential effect of multi-scalar institutional frameworks in constructing certain types of migrant subjects. Third, this thesis investigates how career development strategies of international students differ according to broad disciplinary differences. Contrasting the career plans of graduating students in science, engineering, and art and design programs, this research finds that there are key differences in the socio-spatial career strategies held by international students in line with the differentiated knowledge bases literature.

This thesis explores the emerging issue of cities and countries competing for international students as part of market and talent-based economic development strategies. Based on case studies in London, UK and Toronto, Canada, this research draws on interviews with senior policy-makers as well as international students completing their overseas studies to examine three issues. First, this thesis investigates the process by which similar policies to attract and retain greater numbers of international students have been developed and introduced in both countries. Arguing that these policies are “mobile,” this thesis demonstrates how the competitive interconnectedness of policy-making leads to the transfer of policy ideas from one jurisdiction to another, while also recognizing the mediating role of institutions for contributing to continued geographic differences in the policy landscape regarding international education. Second, it examines the decision-making process for international graduate students upon the moment of graduation with regard to their settlement and employment strategies. Through a comparison of international students finishing advanced degrees in science and engineering in both sites, it reveals the extent to which students’ plans involve the complex intermingling of personal, professional and (im)migration regulation factors. The confluence of these factors tend to pull students in different geographic directions, indicating that the conventional ‘stay or return’ construct is too simplistic as a framework for understanding students’ future movements. Moreover, the comparison of students’ strategies in the two sites illustrates the differential effect of multi-scalar institutional frameworks in constructing certain types of migrant subjects. Third, this thesis investigates how career development strategies of international students differ according to broad disciplinary differences. Contrasting the career plans of graduating students in science, engineering, and art and design programs, this research finds that there are key differences in the socio-spatial career strategies held by international students in line with the differentiated knowledge bases literature.

Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed July 25, 2005. Dissertation Committee: Edward R. Hines (chair), Vernon A. Adams, Richard G. Erzen, Patricia H. Klass, William E. Piland. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.

International student mobility is a growing expression of internationalisation. Research has shown that close to 3.7 million international students travelled across the borders of their own country to study in 2009, representing a 77% increase since 2000 (Organisation for Economic Cooperation and Development [OECD], 2011). Historically, the mobility was one-dimensional from South to North, but of late there is evidence of North-South and South–South mobility. Despite being viewed as victims of a brain drain, there is emerging evidence that there are some African countries that play increasingly vital roles in receiving the world’s top higher education students. It is within the context of this emerging evidence that this study examined the phenomenon of student mobility to Nigeria. This study addressed two main research questions, namely: Why do international students choose to leave their country of origin to study in Nigeria? How did international students in Nigeria choose the institution they are currently attending? This study adopted a qualitative approach using semi-structured interviews and document analysis. The highest ranked public university and the highest ranked private university in Nigeria, according to the Webometrics ranking of 2015, were purposively chosen as the sites for the research. A total of thirty-five international students were involved in face-to-face interviews at both universities. Institutional documents as well as national documents - mainly from the National Universities Commission (NUC) – were consulted in collecting data. This study used the push-and-pull theory of migration to fully understand the phenomenon being studied. The empirical findings reveal that international students are attracted to Nigeria and the two selected universities for reasons ranging from scholarship opportunities and quality of education offered by Nigerian institutions to parental influence in the choice of Nigeria and the institution at which they study. The study also gave an indication of the impact and influence of terrorism that could be seen as push factors in decisions to study in Nigeria. The study further highlighted the challenges students face both at national and institutional levels as well as making known the improvements that they would like to take place. It was also observed that regional hubs are an emerging trend of student mobility in Africa. It is believed that the recommendations made - if adopted - will go a long way towards enhancing internationalisation strategies for Nigeria and much more for the continent of Africa as a whole. The study makes a contribution to the body of knowledge regarding the phenomenon of academic student mobility. Keywords: Internationalisation; student mobility; Africa; Nigeria; push-and pull factors; regional hub; brain drain; international students; university and higher education. / Dissertation (MEd)--University of Pretoria, 2016. / NRF / Education Management and Policy Studies / MEd / Unrestricted