Thesis (Ph.D.)--University of Western Australia, 2003.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: p. 112-120.

in English The diploma Thesis "Trends and Significance of the Migration of Foreign Students mainly from non-EU Countries in the Czech Republic and Europe." discusses the phenomenon of migration for study purposes from non-EU countries (mainly Russia, Ukraine and Bosnia and Herzegovina) in the Czech Republic. The percentage of immigrants coming to study in Czech Republic has been growing and it constitutes an important tool for a positive development of the international cooperation. The aim of this work is to describe and analyze, based on the questionnaire method and specialized texts, the reasons for the choice of this type of migration, underling the administrative, economic and social issues that might be involved. Furthermore the objective is to evaluate the participation of qualified foreigners in the Czech labor market as well as to determine, presenting specific cases collected by a qualitative method, the human, cultural and social added value that they might gain by being awarded with an European diploma. Finally, in order to study the phenomenon from an anthropological perspective, the study attempts a comparative analysis of the academic mobility as a mean of temporary circular migration, enabling an optmized prediction of the current trends and tendencies while considering the issues of...

Thesis advisor: Philip G. Altbach / Despite the long-held assumption that intercultural sensitivity is the foremost qualification of foreign student advisors and the central role that intercultural sensitivity plays in foreign student advising, the intercultural sensitivity of foreign student advisors has never been empirically studied. This exploratory, quantitative study investigates the level of intercultural sensitivity of a group of foreign student advisors in the United States. A sample of 300 U.S.-based foreign student advisors completed both an online survey and the Intercultural Development Inventory (IDI) (Hammer, Bennett, & Wiseman, 2003) a valid and reliable standardized assessment of intercultural sensitivity that measures an individual's orientation towards cultural differences in terms of Milton Bennett's (Bennett, 1993) Developmental Model of Intercultural Sensitivity. Multiple linear regression was employed to analyze the relationships between scores on the IDI and twenty-three independent variables generated by the online survey instrument. Findings from the developmental scores on the Intercultural Development Inventory suggest that three-quarters of the sample experience cultural difference from an ethnocentric position described by the Developmental Model of Intercultural Sensitivity. The results of regression analysis identified five factors that are associated with intercultural sensitivity, including political orientation, length of time spent as a foreign student advisor, academic study in the field of intercultural relations, level of education and support for gay marriage. Notable factors that were not associated with intercultural sensitivity include ethnicity, gender, religion, religiosity, and variously described intercultural experiences. Other key findings include that the profession overwhelmingly comprises European American women, indicating increasingly feminized profession, and that women are under-represented among the senior leadership of the field and are paid significantly less than men. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 186-200).

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

De par ses réseaux catholiques et son bilinguisme français / allemand, l'université de Fribourg a été la plus internationale de Suisse. A partir des années 60, la Confédération helvétique avait ouvert à Fribourg une école préparant aux études universitaires, visant un public international dont le diplôme du secondaire n'était pas reconnu (les CIUS). En 2011, la fermeture de cette école fut symptomatique d'un changement de profil de l'étudiant étranger en Suisse: l'étudiant en provenance de pays exotiques et lointains – inscrit en bachelor pour un cursus de longue durée, venu en qualité de free mover ou soutenu financièrement par une bourse de coopération – laissa progressivement sa place à un autre type d'étudiant, occidental, venu par le biais de programmes d'échange tels qu'Erasmus. Ayant travaillé précédemment sur la figure de l'étudiant de mobilité courte dans diverses études basées sur des récits de vie, nous nous sommes posée la question suivante : la manière de se dire d'un ex-étudiant de mobilité, ayant décidé de poursuivre ses études en Suisse, puis d'y rester en tant que diplômé hautement qualifié, varie-t-elle par rapport au discours sur soi d'un étudiant de type Erasmus ? Ce travail s'encre dans le champ de la didactique des langues et des cultures étrangères. Il s'agit d'une recherche qualitative, menée dans une perspective anthropologique. Nos outils d'analyse s'inspirent d'autres disciplines, telles que la sémiotique ou la narratologie. Notre cadre théorique porte sur l'étudiant de mobilité et le migrant hautement qualifié, deux figures sociologiques limites par lesquelles les personnes que nous avons interrogées sont passées, ou vont passer. Ce cadre s'est centré, en outre, sur les rapports entre récit et fabrication de l'identité dans des contextes de mobilité. Nous considérons, sur le plan méthodologique, le récit de vie comme le produit d'une situation d'énonciation spécifique : celle d'organiser des souvenirs – des soi passé(s) – en fonction d'une formulation de soi au présent, qui se construit en réponse à une commande. Cet autoportrait peint à deux mains fera appel à des voix de tiers absents s'étant – dans le passé – exprimés sur ce soi remis en scène pour l'entretien. Le premier volet d'analyse vise l'établissement d'un paysage discursif autour de la question des étudiants étrangers / travailleurs étrangers hautement qualifiés en Suisse – via l'étude d'un corpus de presse. Le second volet s'attelle au corpus des récits de vie dans le but d'appréhender, puis de typifier, les stratégies de mise en scène de soi (et de l'autre) de chacun des narrateurs. Le volet conclusif reprend transversalement ce corpus principal dans le but de voir apparaître – dans ce contexte – des typologies de narrateurs : ces diplômés, candidats à l'établissement, reprennent-ils dans l'autoportrait qu'ils nous livrent les discours produits sur leur compte dans les médias ? La nature performative du dispositif de recherche est questionnée, enfin, pour comprendre si le récit « d'établissement » via les études peut être considéré comme un récit de mobilité spécifique. / Given its Catholic network and French-German bilingualism, the University of Fribourg has long been among the most international in Switzerland. Beginning in the 1960's, the Helvetic Confederation opened a preparatory school for university study, envisioning an international student body for which a secondary, or high school, diploma would not be recognized abroad (CIUS). In 2011, the closure of this school was symptomatic of a change in the profile of the foreign student in Switzerland: the student, having typically arrived from countries considered both exotic and distant – enrolled in a bachelor degree for long term study in the role of a free mover without the assistance of financial aid scholarships– gradually bequeathed this position to a new kind of student, a western student, who arrived as part of exchange programs like Erasmus. Having previously examined the role of the short-term transitory student in various studies based on real-life accounts, in this dissertation I examine the following question: How does the role of the ex-transitory student, who has decided to pursue his academic studies in Switzerland and to afterward remain there as a highly qualified graduate, differ in relation to the manner in which we can discuss the position of an Erasmus student? This study is grounded in the field of foreign language education. It is a qualitative study guided by an anthropological perspective, though my research methods additionally draw from other similar disciplines such as semiotics and narratology. My theoretical frame focuses on the transitory student in addition to highly qualified migrants, two limited sociological roles that my interviewees have already or will soon experience. Moreover, this frame will concentrate on the relationship between the account and the fabrication of identity in the context of mobility. Methodologically speaking, in this study, I consider the real-life account of experience as the product of a particular kind of vocalization: that of organizing recollections – of the former self or selves – according to an image of the self in the present, that constructs itself in response to the questions advanced in the interview. This self-portrait, crafted the participants, will recall the eclipsed voice of the absent third-party participant, discussed and recreated within the discussion. The first component of analysis examines the establishment of a discursive landscape addressing the question of foreign students, or those that are highly qualified and employed in Switzerland, through the study of a body of journalistic articles. The second step is closely tied to the corpus of real-life accounts and has the objective of understanding the methods for representing the self (and the other) for each of the narrators. The final conclusive step will transversally address this corpus in order to observe – in context – the typologies of narrators: what are the echoes, if any, between the representation of the foreign student, or graduate, within the media as well as within real-life accounts? Finally, the performative nature of the research plan is questioned, in order to understand if the account of “installation” via academic studies can be taken into consideration as a specific account of mobility.

An essential part of the prerequisite for studying of students and employment process of graduates of UEO is the knowledge of professional economic language. The aim of this dissertation is to contribute to the quality and efficiency of teaching the professional Czech language for foreign students in the University of Economics with a focus on Russian-speaking students. Based on theoretical studies the confirmation of dissertation hypothesis and the achievement of work objects describe and give reasons how and how much the Russian language affects the morphology and lexical linguistic aspects in the case of Russian-speaking students during the process of learning the professional Czech language. The research part of the work with the help of the questionnaire responses analysis confirms the fact that the interlanguage influence in the case of Czech professional language is very strong and is greatly manifested in both positive and negative ways. It was proved that important factors in education are: the origin of foreign students, their level of knowledge of Russian language and teachers' level of Russian language knowledge. The research part is followed by didactic recommendations and proposals of specific methodological procedures and exercises for the most consistent limiting of the negative effects of the Russian language while learning the Czech professional language at the University of Economics in Prague.

The film is about a newly arrived Japanese student's initial period of adjustment at the University of North Texas. This observational documentary film follows the student and witnesses the student's first reactions to various social environments. The purpose of this creative thesis project was to depict the difficulties that international students encounter at the beginning of their stay in America. The initial goal of the video was to provide useful visual research material to people who are interested in the acculturation of foreign students. Because of its realistic character, the video can give its audiences a more immediate and vivid picture of foreign students than existing written literature. By giving an authentic portrait of the students' hardship and adjustments, the ultimate goal of this video was to increase the American people's appreciation of the difficulties encountered by foreign students who come to this country equipped with limited social assistance and resources. An accompanying production report describes the research process, the pre-production, production, and post-production stages.

Целью магистерской диссертации является разработка системы заданий и упражнений, направленных на освоение специальной дисциплины «Основы права» иностранными слушателями, изучающими русский язык как иностранный. Главной целью создания данного пособия было ознакомление иностранных студентов с основной проблематикой права Российской Федерации, подготовка к успешному восприятию лекционного материала по правовым дисциплинам во время обучения в бакалавриате. Представленные задания и упражнения систематизированы по тематическому принципу. Выбраны типичные темы, как правило, присутствующие в учебной литературе в области права, в том числе для русскоязычных студентов. Разработанное пособие включает в себя 15 тематически организованных разделов. Разделы содержат адаптированные тексты, упражнения и задания, направленные на выработку как монологической речи, так и письменных навыков у иностранных студентов. / The aim of the master's work is to develop a system of tasks and exercises aimed at mastering the special discipline "Fundamentals of Law" by foreign students studying Russian as a foreign language. The main purpose of creating this textbook was to familiarize foreign students with the main problems of the law of the Russian Federation, preparation for the successful perception of lecture material on legal disciplines while studying in a bachelor's degree. The presented tasks and exercises are systematized according to the thematic principle. Typical topics are selected, as a rule, present in educational literature in the field of law, including for Russian-speaking students. The developed manual includes 15 thematically organized sections. The sections contain adapted texts, exercises and assignments aimed at developing the skills of monologue speech and writing among foreign students.