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.

This diploma thesis deals with an evaluation of students' mobility through ERASMUS+ at Charles University. In the introduction, I consider the research questions related to this phenomenon and I earmark some specific areas which I am interested in this topic. In the first research section I analyze the registration forms of the students who took part in the exchange stay at Charles University and evaluate the motivation that influences their decisions. Furthermore, I assess these motivations using statistical analysis. In the second research part was done a questionnaire survey among students arriving and departing Charles University for an exchange stay and I focus mainly on three areas. The first of them is the motivation and real benefits of mobility for the students who have chosen to take part. In the second part, I am concerned with the fact if these exchanges have a real added value for students in the field of convergence in Europe and their support for next integration. The last part analyzes the possible main problem of this project and that is its financial difficulty, which affects the student mobility strategy across all Europe. Keywords: mobility, student mobility, ERASMUS+

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

The purpose of the study was to compare the basic skills achievement scores of mobile and non-mobile students within the Portland Public Schools. The problem was to assess the effect of this mobility on basic skills achievement and the total educational program. The study was designed to test differences in reading, language usage and mathematics achievement test scores between pupils in the third through the eighth grades. The instrument that was used was the Portland Achievement Levels Tests of reading, language usage and math. These tests are administered to students in grades 3 - 8 in the fall and spring of each school year. A questionnaire was also designed to determine the effect of student mobility on instructional programs. This questionnaire was mailed to 81 principals with 56 responding. The Portland Public Schools computer banks were utilized to plot the basic skills test results for two groups of students: 1. The clear and intact group, which was the student who was in the same school from September through June (grades 3 - 8). 2. The mobile student (grades 3 - 8) who had a valid fall and spring test score, but from different schools. Plotting was done for the residual effect of variables in basic skill gains rather than plotting for the effects of regression. Additional analysis took place using multiple regressions by stability index, to determine the relationship between student achievement test scores and the independent variables of mobility and other independent variables (ethnic groups, gender). It was determined that student mobility and the independent variables of gender and ethnicity had no negative effect on basic skills achievement test scores. However, for the stable student, the higher the school stability index, the higher the achievement level for the non-mobile students in that school for the fall testing. The achievement gain was no different for a student in a high stability school versus a low stability school. Additionally, based on the results of the questionnaire used in the study, most principals felt that student mobility had a negative impact on instructional programs. Most of the responding principals, however, were opposed to a more structured district wide basic skills curriculum as a way of moderating the negative effects of student mobility on the educational program. Student mobility is a factor related to the success of a school academic program. It cannot, however, be taken as an answer to the low achievement of mobile students. This study concludes that all students can achieve academically, regardless of their mobility. Recommendations were made to the Portland School District that in order to facilitate and decrease the problem of student mobility, the district might wish to require that each school have a formal plan for integrating new students into the instructional program. Additionally, a more structured district wide basic skills curriculum was recommended. Suggestions for additional in-depth studies were made to determine the kinds of problems that students and school staffs encounter with school mobility. This would include a longitudinal study for students with only one valid test score during an academic year, comparing their fall or spring scores over several years and the frequency of their mobility.

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

In recent years America has witnessed a major shift in its population to various geographic regions. Educators have speculated on the effects of this frequent migration on students' academic and social advancement. Educators have also been interested in the effects of grade retention on academic and social advancement. Despite research on each of these factors, no investigations have addressed these factors in conjunction with each other. The purpose of this study was to determine the effects of high student mobility on classroom teachers' promotion-retention decisions. Additionally, other factors that may influence classroom teachers' promotion-retention decisions were examined. Two hundred twelve elementary school teachers evaluated two case studies: one of a highly mobile student, and one of a non-mobile student. Each subsequently made a decision to either retain or promote that student. Both first grade and fifth grade students were considered. Each case study was identical for each grade level with the exception of the number of schools attended. Although the retention-promotion decisions did not differ significantly for first grade students, the teachers chose to retain the mobile fifth grade student more frequently than the non-mobile fifth grade student. Examination of various factors on a retention questionnaire revealed that different factors emerged as most important to the teachers when making promotion-retention decisions. The factors differed for both grade level and mobility status. The results were discussed in relation to interventions that may be warranted in an attempt to alleviate disadvantages in entering a new school. Further investigation of the mobile student-grade retention relationship was indicated. Additional investigation of the highly mobile minority student was also emphasized.

This research examines experiences of Latvian students pursuing undergraduate degrees at universities in England. Working with this population positions this research in the subject area of International Student Mobility (ISM). As a relatively new subject ISM is still developing suitable concepts, methodological practices and scientific terminology. This presents a challenge but also calls for more in-depth work in the area. As an exploratory study this research answers this call and proposes new directions in the development of ISM as a research field. ISM is particularly interesting in the context of contemporary Europe where student mobility is considered as a vehicle of human capital across national borders. As such student mobility contributes to further internationalization of the European labour force and facilitates development of the knowledge-based economy. Finding out what students gain from university education abroad remains a topic of scientific debate. This research focuses on the practical but complicated part of Higher Education: competence development. The review of the literature reveals that the topic of competence development in Higher Education has been in and out of researchers’ favour, but it has not been examined in the international context. This consideration is timely as more and more students seek education abroad and competences developed at foreign universities are transferred across borders. This research is based on in-depth interviews with Latvian students in England, their family members and friends both in Latvia and in England. Interviewing family and friends enriched the self-reporting accounts of the students, thus capturing a more holistic representation of the students’ experiences. In addition, accounts of the students’ network representatives from England and from Latvia positioned this research in the international social networks of the students. This research finds that international social networks are the natural and necessary environments in which mobility of students takes place and argues that it needs to be studied with consideration to these under-researched environments. This study also proposes a longitudinal focus. The main participants of this research, the students, were interviewed three times over three years, which goes beyond most research studies on student mobility. The analysis of the interview responses relies on multiple iterations between the literature and the data. The findings demonstrate that degree-seeking students develop competences that can be grouped in three main areas: gaining access to university education in England, socio-cultural acculturation and academic acculturation. In each of these areas students develop specific skills and abilities that support the three areas of competences. The development of the skills, abilities and competences is explained through a model created by Noel Burch for Gordon Training International (GTI). The model outlines four stages of development that progress from the level of unconscious incompetence, to conscious incompetence, to conscious competence and to unconscious competence.