Magistro baigiamajame darbe išanalizuota studentų judumo politika Europos Sąjungoje, įvertintas akademinių mainų programų prieinamumas ir įgyvendinimas Lietuvos universitetuose, iškeltos pagrindinės problemos ir pateikti pasiūlymai, kaip šias problemas spręsti. Pirmoje dalyje nagrinėjamos ir lyginamos studijų judumo sampratos, išskiriami studentų mobilumo tipai ir apibrėžiama, kokiais kriterijais remiantis galima tirti studijų mobilumą. Antroje dalyje nagrinėjama aukštojo mokslo tarptautiškumo svarba Bolonijos proceso kontekste – analizuojami svarbiausi Bolonijos proceso dokumentai, lyginant jų nuostatas dėl studentų mobilumo. Taip pat analizuojami svarbiausi ES dokumentai, reglamentuojantys ir skatinantys studijų mobilumą. Aptariamos ES aukštojo mokslo mainų programos, tarp jų ir Erasmus akademinių mainų programa. Trečioje dalyje studijų mobilumas analizuojamas kaip Lietuvos Respublikos aukštojo mokslo švietimo politikos dalis: nagrinėjami Lietuvos Respublikos Seimo, Vyriausybės, Švietimo ir mokslo ministerijos teisės aktai ir kiti dokumentai, reglamentuojantys studentų judumą akademiniais tikslais bei aptariami ir lyginami Mykolo Romerio universiteto, Vilniaus Gedimino technikos universiteto ir Vilniaus universiteto strateginiai veiklos planai. Be to, vertinamas studijų mobilumo prieinamumas ir įgyvendinimas šiuose universitetuose, remiantis studentų ir ekspertų nuomonėmis, atliekant kiekybinį tyrimą – anketinę apklausą ir pusiau struktūruotą ekspertų interviu. / Master's thesis analyzes student mobility policy in the European Union, the availability of academic exchange programs and implementation in Lithuanian universities, bringing the key issues and suggestions on how to solve the main problems. The first part analyzes the concept of student mobility, distinguishes student mobility types and defines, what criteria should be used to investigate the student mobility. The second part deals with the importance of internationalization of higher education in the context of the Bologna process – the most important documents of the Bologna process are analyzed, comparing its provisions on student mobility. It also analyzes the most important EU documents regulating and promoting learning mobility. EU's higher education exchange programs are discussed, including Erasmus exchange programme. The third part analyzes student mobility as the part of the higher education policy of the Republic of Lithuania: it covers the Lithuanian Parliament’s, the Government’s, the Ministry’s of Education regulations and other documents regulating the mobility of students, later discussing and comparing three biggest Lithuanian universities on this matter: Mykolas Romeris University, Vilnius Gediminas Technical University and Vilnius University. In addition, the study evaluates the accessibility and implementation of student mobility programs in these universities through student and expert opinions, after fulfilling the quantitative survey – students’... [to full text]

Thesis (M. Ed.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Theoretical, Cultural and International Studies in Education, Educational Policy Studies, University of Alberta. Title from pdf file main screen (viewed on May 19, 2010) Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: James C. Palmer (chair), Carolyn Bartlett, Edward R. Hines, George Padavil, William Tolone, David Tucker. Includes bibliographical references (leaves 160-170) and abstract. Also available in print.

Orientador: Débora Mazza / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T05:52:46Z (GMT). No. of bitstreams: 1 Anastacio_ThaisPinheiroZarattini_M.pdf: 1994379 bytes, checksum: 52fd609ba3d17b823b1f05144ebb6f67 (MD5) Previous issue date: 2014 / Resumo: A pesquisa reflete sobre a circulação internacional de estudantes do Ensino Superior e as políticas de Educação que têm estimulado, de modo crescente, essa modalidade de mobilidade e de formação. Autores apontam que a globalização do capital, da produção, da circulação e do consumo de bens materiais e imateriais, bem como as inovaçõs nas tecnologias da informática, da comunicação e dos transportes têm incrementado a circulação de pessoas, impulsionada por motivos variados, incluindo os de formação. Knight e De Wit (1997) e Miura (2006) sugerem que a internacionalização do Ensino Superior participa do amplo processo de globalização que induz o fluxo de pessoas para além das fronteiras nacionais. Stallivieri (2004) indica que a internacionalização nao é uma opção, mas uma questão de sobrevivência para as Universidades que se veem associadas à globalização que acomete as muitas esferas da vida social. A pesquisa objetiva fazer um levantamento de autores que auxiliem no entendimento dos fluxos migratórios contemporâneos e dar visibilidade à mobilidade dos estudantes do Ensino Superior e às políticas de Educação que estimulam esse tipo de formação, considerando que a maioria dos estudantes move-se financiada por acordos diplomáticos, pelas políticas multilaterais e por organismos públicos e privados de financiamento à Educação e à pesquisa. Ancorada na abordagem qualitativa, a pesquisa adotou a Universidade Estadual de Campinas (UNICAMP) que, entre suas políticas e ações, destaca-se com programas de cooperação acadêmica visando à internacionalização e os fluxos de estudantes. Os resultados obtidos demonstram que a circulação internacional de estudantes é causada pela lógica do mercado, por políticas nacionais e internacionais, estimuladas pelos Estados e pelas Universidades. Compreende-se, então, que, na sociedade contemporânea, a internacionalização do Ensino Superior tem fomentado novas narrativas, programas e práticas, conferido credenciais distintivas a sujeitos, a grupos, a classes e a instituições / Abstract: This study is a reflection on the international movement of Higher Education students and on the Education policies which have increasily stimulated this modalidality of mobility and formation. Some authors point out that the movement of people has been increased by globalization of capital, production,circulation and consumption of material and imaterial goods as well by the technological innovations in computing, communication and transport. This movement is driven by some different reasons, including those of professional formation. Knight and De Wit (1997) and Miura (2006) suggest that the Higher Education internacionalization is a part of a broader process of globalization which induces people flow across national borders. Stallivieri (2004) points out that the internationalization is not an option but a matter of survival to the universities which see themselves associated to globalization that affects many spheres of social life. Then, this search aims to study some authors who can help in uderstanding the current migratory flows and give visibility to mobility Higher Education students and to the policies that stimulate this kind of formation, considering that most of the students travel funded by diplomatic agreements, and multilateral policies of public and private funding bodies to Education and Research. In a qualitative approach, the research adopted the State University of Campinas (UNICAMP) which, among its policies and actions, have academic cooperation programs aiming at internationalization and student flows. The results show that the international movement of students is caused by the market logic, by national and international policies, stimulated by the States and the universities. We understand that in current society, Higher Education internationalization has fostered new narratives, programs and practices as well it has conferred distinctive credentials to individuals, groups, classes and institutions / Mestrado / Ciencias Sociais na Educação / Mestra em Educação

Learning/volunteer abroad (LVA) programs offer important opportunities for students to develop cross-cultural skills and global competence. Universities recognize the value of international experiential learning programs in terms of skills development and career preparation as one component in their internationalization policies and priorities. Scholarly studies on international education and LVA programs have examined university internationalization priorities in promoting international experiential learning. Other scholarly contributions to the field of LVA have documented the nature of students’ experiences, learning outcomes, critical analysis of impacts, and motivations, among other important research areas. Within the LVA scholarship, there are frequent references to the importance of pre-departure training and preparation of students. Many of the references to the value of pre-departure training move beyond practical information (such as staying safe and staying healthy while abroad) to more critical discussions of cross-cultural learning opportunities, ethical considerations, and impacts. Despite these references to the importance of pre-departure training, there are few studies documenting the nature and content of pre-departure training for students participating in international experiences through an academic institution. As a result, there is no clear sense of the range of pre-departure training programs, what information students are receiving as part of their pre-departure training or the impact of training on the outcomes of the students’ learning. This thesis aimed to fill this gap by examining the preparation and training provided to students prior to their international experiences. Through the utilization of a case study approach based on the University of Ottawa’s LVA programs’ pre-departure training, this research specifically analysed the content that is currently employed during pre-departure training and how it ranged across LVA programs. The findings demonstrate that, while all LVA programs provided pre-departure training and covered similar content themes, there was also a range in the content provided across the LVA programs’ pre-departure training. Specifically, the greatest diversity in content was found in the depth of discussion provided to students regarding cross-cultural understanding, ethics, experiential learning, and reflection. Analysis of the identified differences across LVA programs suggest there are likely implications for students’ learning generated from their experience abroad. When students are not prepared to critically understand the complexities associated with living, studying, and/or working cross-culturally and how to reflect upon and generate knowledge from their experiences overseas, learn/volunteer programs may have limited or even negative impacts on cross-cultural understanding and global competence.

Thesis advisor: Laura . Rumbley / Thesis advisor: Hans . de Wit / Internationalization of higher education continues to transform the field of post-secondary education around the world. Student mobility, and specifically study abroad, operates as tool of internationalization that receives a lot of attention from institutions, nations, and students alike. Support for studying abroad is rooted in the many benefits, including but not limited: exposure to new cultures and perspectives, improvement of foreign language skills, development of independence and personal confidence, and expansion of problem solving skills. However, the transition back home after an experience abroad can often be a difficult experience for students who lack intentional and specific support through their institution. This re-entry period is often overlooked by institutions, however, it is a part of a student’s study abroad experience and should be supported as such through resources and programming for returned students. American Jesuit institutions in particular promote participation in study abroad as it aligns with the Jesuit mission and values rooted in serving God through serving others. As institutions that place a high value on engaging with the world and a holistic view of the educational experience, American Jesuit institutions have an obligation to support students through re-entry. This study looks at how these institutions support students as they return from abroad, the major challenges they face, how they integrate Jesuit values into their support, and what can be done in the future. / Thesis (MA) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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This study examined the impact of involuntary mobility on the academic achievement of tenth grade students in a Central Florida school district. Students of involuntary mobility were selected as the result of new attendance boundaries due to new high school construction. Students were compared against non-mobile peers at schools of like demographics (i.e. poverty level and ethnicity). Mobility status (involuntary or no mobility) was the independent variable. The dependent variable, academic achievement, was measured by students’ tenth grade developmental scale scores in reading and mathematics on the Florida Comprehensive Assessment Test. Students’ ninth grade test scores were used as a covariate to control for students’ prior achievement and isolate the impact of mobility. Additional subgroups (minority and poverty) were compared to determine if involuntary mobility had a more significant impact on these groups. Finally, a hierarchical linear regression was used to determine if a model for reading and mathematics could be used to predict future academic performance for students of involuntary mobility. Findings showed consistently there was no statistically significant difference in the achievement performance among groups or subgroups and the subject tests of reading and/or mathematics with one exception. There was a statistically significant difference in mathematics achievement in the all students group when comparing those students of involuntary mobility with students of stability. Students of mobility actually indicated a modest level of higher achievement than non-mobile peers. The hierarchical linear model iv was found to be marginally significant for predicting achievement among involuntary mobility students in the area of mathematics, but not necessarily in reading. Future research recommendations include broadening the research to additional grade-levels. This research only considered the impact of achievement on high school students. Future research should consider similar impact on students at both the elementary and/or middle school levels. Qualitative measures would provide additional information, particularly the perceptions and experiences that stakeholders have throughout the involuntary mobility process. Other at-risk subgroups, particularly those of residential mobility and/or previous retention, provide additional considerations that would add to this body of research. Finally, involuntary mobility as the result of school closings would provide additional insight as this factor often has public negative perceptions.

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