Thesis (M.S.) -- Central Connecticut State University, 2007. / Thesis advisor: C. Charles Mate-Kole. "... in partial fulfillment of the requirements for the degree of Master of Science in Internation Studies." Includes bibliographical references (leaves 94-96). Also available via the World Wide Web.

Thesis (doctoral)--Jāmiʻat al-Qāhirah, 1984. / Includes bibliographical references (p. 173-182).

Thesis (Ph. D.)--University of Chicago, Dept. of Economics, August 2002. / Includes bibliographical references. Also available on the Internet.

Digitized by Kansas Correctional Industries

Students’ career decisions can impact the global economy through brain drain and gain. This study investigates factors affecting international students’ preferences regarding where to start their careers. It is an ex ante study, conducted before final career decisions are made, and uses micro-level primary data. Information was collected from international graduate students at Texas A&M University, using a computer-assisted survey. Multinomial probit and logit models were used to analyze the data. Unique to this study is that students could indicate they are not sure where they prefer to start their careers. An inference from the statistical test based on the inverse Mills ratio is that there are no significant differences between two groups, those who are not sure and those with defined preferences. Fifty-one percent of the students surveyed indicated they preferred to begin their careers in the U.S., 22 percent preferred their home countries, and 27 percent were not sure. Of the students who preferred their home country over the U.S., significant influencers are political and career indices, number of years lived in the U.S., enrollment in Engineering and Business, and gender. A change in either the political or career indices to favor the U.S. systems and more years lived in the U.S. both increased the likelihood of students’ preferring to start their careers in the U.S. Both female students and students enrolled in Engineering and Business were more likely to prefer the U.S. For students unsure of their preferences, significant variables are career and civil indices, number of years lived in the U.S., degree level, source of funding, and marital status. Results are consistent with previous studies, but with notable differences. For students who are unsure of their preferences, salary differences between the U.S. and their home countries are not statistically significant. Contrary to earlier literature, regional differences do not have a statistically significant effect on students’ preferences. Consistency between this study of preferences and previous studies on actual decisions indicates students act on their preferences when starting their careers. Hence, this study’s results provide insights for policies to deter brain drain or to enhance brain gain.

Students’ career decisions can impact the global economy through brain drain and gain. This study investigates factors affecting international students’ preferences regarding where to start their careers. It is an ex ante study, conducted before final career decisions are made, and uses micro-level primary data. Information was collected from international graduate students at Texas A&M University, using a computer-assisted survey. Multinomial probit and logit models were used to analyze the data. Unique to this study is that students could indicate they are not sure where they prefer to start their careers. An inference from the statistical test based on the inverse Mills ratio is that there are no significant differences between two groups, those who are not sure and those with defined preferences. Fifty-one percent of the students surveyed indicated they preferred to begin their careers in the U.S., 22 percent preferred their home countries, and 27 percent were not sure. Of the students who preferred their home country over the U.S., significant influencers are political and career indices, number of years lived in the U.S., enrollment in Engineering and Business, and gender. A change in either the political or career indices to favor the U.S. systems and more years lived in the U.S. both increased the likelihood of students’ preferring to start their careers in the U.S. Both female students and students enrolled in Engineering and Business were more likely to prefer the U.S. For students unsure of their preferences, significant variables are career and civil indices, number of years lived in the U.S., degree level, source of funding, and marital status. Results are consistent with previous studies, but with notable differences. For students who are unsure of their preferences, salary differences between the U.S. and their home countries are not statistically significant. Contrary to earlier literature, regional differences do not have a statistically significant effect on students’ preferences. Consistency between this study of preferences and previous studies on actual decisions indicates students act on their preferences when starting their careers. Hence, this study’s results provide insights for policies to deter brain drain or to enhance brain gain.

Thesis (Ed. D.)--Teachers College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: Margaret G. Tyson. Dissertation Committee: Francis Shoemaker. Includes bibliographical references (leaves 165-173).

Thesis (M.A.)--Zhongguo wen hua xue yuan. / Reproduced from typescript. Bibliography: leaves 42-45.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The rural brain drain, an event wherein a rural locale's educated youth out-migrates, is speculated to be the root cause of nonmetropolitan human capital exhaustion. This study promotes the speculation that community colleges hold promise in reversing the brain drain, as they are primed to elevate the human capital level of stayers while offering programs of interest through which job opportunities may be made available to those who choose to leave. This study was developed to ascertain whether any differences existed in stayers' and leavers' perceptions of several community college facets, such as perceived learning gains, initial impressions, student-institution bond, institutional fit, and intent to leave. A quantitative study was designed, and independent t-tests were utilized in order to test whether any significant differences existed between the populations of “would-be-stayers” and “would-be-leavers.” A web-based survey entitled the Student Community College Perception Instrument was emailed to all currently- enrolled students at a single, rural community college in the Southeastern United States. Responses were collected from 310 students who were enrolled full-time. Roughly 79% of students who participated in the study lived in one of the counties within the community college district; of these, approximately 57% chose that they planned on leaving the area, whilst 43% indicated they planned to stay. Of the remaining participants, 65% planned to leave the area in which they currently resided (outside of the college district), while 35% who did not live in the district were planning to stay. All 4 of these groups rated 32 statements concerning their perceptions of the community college. Significant differences were found between the leavers and stayers, as the stayers were less likely than leavers to transfer or withdraw from the college within 6 months, more positively perceived that the college offered academic programs they were interested in, and that the college was assisting them in developing more self-confidence and helping to make them aware of diversity issues, while preparing them to be future leaders. Overall, the stayers had more positive perceptions concerning their initial impressions of the college, their institutional fit, the student-community college bond, and their perceived learning goals.