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No description available.

The purpose of this study was to determine the organizational structures and practices that appear to characterize successful study abroad operations in U.S. colleges and universities. The researcher was also interested to know if these differ from the organizational structures and practices of less successful operations. Institutional members of NAFSA: Association of International Educators affiliatied with the Section on U.S. Students Studying Abroad (SECUSSA) were surveyed by means of a questionnaire. A total of 348 usable questionnaires (a 52.6% response rate) were returned from universities and four year colleges which were then placed into four groups-large private, smallprivate, large public and small public institutions. Within these four groups were two success levels based on the percentage of enrolled students awarded study abroad credit. Significant chi-square values (p<.05) were found between institutional success and a) the location of study abroad office within academic affairs at both large and small public institutions, b) length of time an institution has had involvement in study abroad, specifically the age of the study abroad office and when the first study abroad programs was offered and c) use of sources other than central funds for teh study abroad offices operating budget at both large and small public institutions. No significant chi-square values were found between a) the presence of a centralized structure for international education reporting to a senior academic administrator whose primary responsibility is for international education, b) faculty status of the director of the study abroad office, and c) the academic qualifications of the director. Pearson product-moment correlations were also performed, and significant values were found between institutional success and number of study abroad programs offered at large private (r = .209) and large public (r = .578) schools. No significant values were found between institutional success and the degree of centralization of study abroad administration within the study abroad office. Qualitative research is recommended at the most successful institutions since aggregate data easily overlook unique responses that have proven successful. Both qualitative and quantitative research is needed at community colleges.

Through a critique of Ball’s (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment (‘the policy’) and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball’s framework is extended to include Marginson and Rhoades’ (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of ‘the policy’. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of ‘the policy’ cycle. The study examines the key ‘players’ or individuals who contributed to ‘the policy’s’ creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of ‘the policy’, and in influencing key ‘players’. It was also recognized that it was not always possible to definitively describe the role of these ‘players’ or ‘actors’ according to a hierarchical structure and separate contexts, confirming Ball’s (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities’ close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that ‘the policy’ created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Includes bibliographical references (leaves [140]-148). Also available online.

Diss. Stockholm : Univ., 2004.

Thesis (Ph.D.)--Tennessee Technological University, 2008. / Bibliography: leaves 113-119.

Thesis--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (p.43-44).

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: W. Max Wise. Dissertation Committee: James Sheffield. Includes bibliographical references.

Proefschrift--Groningen. / "Theses": leaf inserted. Bibliography: p. 57-64.