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Cet article s’intéresse aux enjeux familiaux, sociaux et institutionnels de la construction d’une forme d’« autonomie intime » par les jeunes femmes dans le contexte de la Turquie contemporaine. Dans cet article, l’« autonomie intime » renvoie à l’idée selon laquelle l’individu est défini comme « auteur de ses activités » dans sa vie privée et sexuelle. Les jeunes femmes célibataires, font souvent l’objet d’une double représentation : à la fois considérées comme de potentielles victimes sexuelles ou des corruptrices morales, elles sont soumises à une surveillance qui s’exerce au nom de la « protection ». La famille est la principale structure responsable de cette « protection », et l’espace domestique reproduit des mécanismes de contrôle visant à réguler le corps et la sexualité des jeunes femmes. Mais comment cela continue-t-il si les jeunes femmes s’éloignent de la zone de surveillance ? Le cas des étudiantes partant à Istanbul pour leurs études universitaires constitue un cadre pertinent pour l’étude de cette question. L’article fait l’hypothèse que cette mobilité, considérée au premier abord comme une échappatoire aux normes sexuelles en vigueur, ne signifie pas pour autant un voyage linéaire vers l’émancipation sexuelle. Les habitations estudiantines jouent ici un rôle important. Afin d’éclairer les relations existantes entre jeunes femmes, intimité, espace et structures de contrôle, l’article examine d’abord les rapports de pouvoir au sein de l’espace domestique et les marges de manœuvre dont disposent les jeunes femmes habitant chez leurs parents. Ensuite, le départ à Istanbul et les nouveaux espaces habités (les résidences étudiantes et les (co)locations) sont présentés. Ces logements, surveillés par les institutions et les résidents des quartiers où ils sont situés, prennent en charge le rôle de la famille patriarcale concernant la « protection » morale des femmes. J’appelle ces espaces des « espaces domestiqués » car visant la « domestication » d’une sexualité féminine redoutée en l’absence de contrôle familial, tout en étant des espaces façonnés par les subjectivités des jeunes femmes. La « domestication » patriarcale de la sexualité des femmes et des espaces privés ne veut pas dire une obéissance totale des jeunes femmes, les tactiques de contournement sont ainsi analysées. A travers des exemples tirés du terrain, j’illustre comment l’agentivité (agency) individuelle et la résistance quotidienne s’articulent avec le respect de la morale collective. Ces jeunes femmes participent ainsi de ce processus de domestication patriarcale tout en le contournant. Enfin, la non-linéarité de l’émancipation sexuelle, le passage à l’âge adulte et l’évolution des rapports de genre et intergénérationnels sont étudiés à travers le suivi des allers-retours des jeunes femmes entre espaces domestiques et domestiqués. L’article conclut que les règles de ces espaces n’empêchent pas les femmes de rechercher les voies conduisant à l’émancipation sexuelle, et qu’elles construisent leur individualité et leur accès à la sexualité au carrefour de normes sexuelles et d’attentes morales différentes. Une autre conclusion importante est faite sur l’évolution des structures de pouvoir, notamment au sein du logement parental où les relations familiales sont marquées à la fois par le conflit, la divergence, le compromis, la négociation, la solidarité et l’affection. À cet égard, l’article prend en compte le caractère mouvant des relations et des espaces. Cet article utilise des données obtenues dans le cadre d’une recherche en master à l’EHESS. Il s’appuie sur une enquête sociologique menée entre 2018 et 2020 auprès de jeunes femmes installées à Istanbul sans leurs proches. Ces jeunes femmes – âgées entre 20 et 25 ans, étudiantes ou récemment diplômées – avaient intégré des universités publiques ou privées d’Istanbul et habité dans les résidences étudiantes et en (co)locations. L’enquête de terrain a consisté à mener des entretiens individuels semi-directifs regroupant des questions sur le départ du domicile familial et l’installation à Istanbul, l’évolution des rapports familiaux suivant la mobilité géographique et la construction de l’autonomie intime dans une recherche de liberté sexuelle. Les entretiens effectués ont été accompagnés par une ethnographie de terrain consistant à faire des observations et des conversations informelles dans des lieux de socialisation estudiantine, parmi lesquels des campus d’universités, cafés, bars et boîtes de nuit. This article focuses on the familial, social and institutional issues related to the construction of a form of “intimate autonomy” by young women in the context of contemporary Turkey. In this article, “intimate autonomy” refers to the idea that the individual is defined as the “author of their action” in their private and sexual life. Young unmarried women, often viewed as potential sexual victims or corrupters of the moral order, are subject to surveillance in the name of “protection.” The family is the main structure responsible for this “protection”, and the domestic space reproduces mechanisms of control that aim to regulate young women’s bodies and sexualities. But how is control exercised when young woman physically moves away from family’s surveillance? The case of female students going to Istanbul for their university studies provides a relevant framework for the study of this question. The article makes the hypothesis that this mobility into the city, which is considered at first sight as an escape from the dominant sexual norms and from parental control, does not however mean a linear journey towards sexual emancipation. Student accommodations play an important role here. In order to shed light on the relationship between intimacy, space, young women and structures of control, the article first examines the power relations within the domestic space by describing the leeway available to young women living with their parents. Then, the departure to Istanbul and the new living spaces (student dormitories and (co)rentals) are presented. These residential spaces are regulated by institutions which are in charge of maintaining the moral order and of undertaking the role hold by families in regards to the moral “protection” of women. I call these spaces “domesticated spaces” where “taming” women’s sexuality is at play in the absence of parental control. I take inspiration from the researches of Suad Joseph (1997) who shows the fluidity of boundaries between what she defines as the governmental, non-governmental and domestic spaces, to explain the permeability of moral values from one space to another. The patriarchal “domestication” of women’s sexuality and of private spaces is not unanswered, thus the article analyzes the tactics of circumvention and so-called conformism. Through some examples taken from my fieldwork, I illustrate how individual agency and daily resistance are articulated with the respect for the collective morality. Finally, the non-linearity of sexual emancipation, the transition to adulthood and the evolution of gender and intergenerational relations is studied through the following of the back-and-forth journeys of young women between domestic and domesticated spaces. The article concludes that the rules of these spaces do not refrain women to search for ways leading to sexual emancipation. It also underlines that these women construct their individuality and their access to sexuality at the crossroads of different sexual norms and moral expectations. Another important conclusion is made on the changing of power structures, especially within the parental house where family relationships are marked simultaneously by conflict, divergence, compromise, negotiation, solidarity and affection. In this regard, the article takes into account the moving nature of relationships and of spaces. This article uses some of the data I collected during a master’s research at the EHESS. It draws from a sociological survey conducted between 2018-2020 among young women living in Istanbul without their families. These women, most of them being heterosexual and aged between 20-25, were mainly issued from middle-class families from different towns and villages in Turkey. At the time of my enquiry, they were students or recent graduates. They had integrated public or private universities in Istanbul and lived in student dormitories or in (co)rentals. The field survey consisted in conducting semi-structured individual interviews bringing together questions about their experience of leaving the family home and settling in Istanbul, but also about the evolution of gender and family relations following student mobility to Istanbul. These interviews were accompanied by observations and informal conversations which took place in different spaces of student socialization, such as university campuses, cafes, bars, or nightclubs. يهتمّ هذا المقال بالقضايا العائلية والاجتماعية والمؤسساتية لبناء شكل من «الاستقلالية الحميمة» من قبل الشابات في سياق تركيا المعاصرة. ففي هذه المقال، يشير مصطلح «الاستقلالية الحميمة» إلى فكرة تعريف الفرد كـ«صانع لأنشطته» في حياته الخاصة والجنسية. وغالبًا ما تكون الشابات العازبات موضوع تمثيل مزدوج: حيث يتم اعتبارهن في آن واحد ضحايا جنسياتٍ محتمَلات أو مفسِدات للأخلاق، فإنهن يخضعن لمراقبة تُمارَس عليهن باسم «الحماية». والأسرة هي البُنية الرئيسية المسؤولة عن هذه «الحماية»، والفضاءُ المنزلي يعيد إنتاج آليات التحكم التي تهدف إلى تنظيم الجسد والحياة الجنسية للشابات. ولكن كيف يستمر هذا إذا ابتعدت الشابّاتُ عن منطقة المراقبة؟ إنّ حالة الطالبات اللواتي يذهبن إلى اسطنبول من أجل دراستهن الجامعية تشكِّلُ إطارًا ملائمًا لدراسة هذه المسألة. فالمقال يفترض أن هذا التنقل الذي يعتبر للوهلة الأولى هروبًا من الأعراف الجنسية السارية لا يعني رغم ذلك رحلة خطية نحو التحرر الجنسي. حيث إن مساكن الطلاب تلعب هنا دورًا مهمًا. من أجل تسليط الضوء على العلاقات بين الشابات والحميمية والحيّز المكاني وبُنَى التحكُّم، يَدرُس المقال أولاً علاقات السلطة داخل الفضاء المنزلي وهوامش المناورة التي تمتلكها الشابات اللواتي يعشن في أهلِهِنَّ. بعد ذلك، يَعرِض رحلةَ اسطنبول والفضاءاتِ الجديدةَ المأهولة (سكن الطلاب والإيجارات (المشتركة)). إن هذه المساكن التي تخضع لمراقبة المؤسسات وسكَّان الأحياء التي تضمُّ هذه المساكن تتكفّل بدور الأسرة الأبوية في «الحماية» الأخلاقية للمرأة. وأُسَمِّي هذه الفضاءات «فضاءات مُدَجَّنة» لأنها تهدف إلى «تدجين» الجنس الأنثوي الذي يشكّل مصدر خَؤف في ظل غياب مراقبة الأسرة، مع أنها فضاءات تشكلها النزعات الذاتية للشابات. إن «التدجين» الأبوي للحياة الجنسية للمرأة والفضاءات الخاصة لا تعني طاعة كاملة للشابات، وهكذا سيتم تحليل أساليب التحايل. من خلال أمثلة مستقاة من ميدان البحث، فأُوضِحُ كيف تترابط الفاعلية الفردية والمقاومة اليومية مع احترام أخلاق الجماعة. وهكذا تُشارِكُ هؤلاء الشاباتُ في عملية التدجين الأبوي وهنّ يتحايلنَ عليها في الوقت نفسه. وفي نهاية المطاف، سنَدرُس لاخطية التحرر الجنسي والانتقال إلى مرحلة البلوغ وتطور العلاقات الجندرية والعلاقات بين الأجيال من خلال متابعة تحركات الشابات ذهابًا وإيابًا بين الفضاءات المنزلية والفضاءت المُدَجَّنة. ويخلص المقال إلى أن قواعد هذه الفضاءات لا تمنع النساء من البحث عن طُرُق تؤدِّي إلى التحرر الجنسي ومن أنْ يَـبـنـينَ فرديتهُنَّ ووصولهن إلى الحياة الجنسية عند مفترق طرق بين الأعراف الجنسية وما يُنتظَر منهنَّ على الصعيد الأخلاقي. وتوصّلنا إلى استنتاج آخر مهم حول تطور هياكل السلطة ولا سيما داخل منزل الأهل حيث تتميز العلاقات الأسرية بالنزاع والاختلاف والتسوية والتفاوض والتضامن والمودة. وفي هذا الصدد، يأخذ المقال في الاعتبار الطبيعة المتغيرة للعلاقات والفضاءات. يستخدم هذا المقال البيانات التي تم الحصول عليها ضمن إطار بحث الماجستير في مدرسة الدراسات العليا في العلوم الاجتماعية EHESS. ويعتمد على مسح سوسيولوجي أُجريَ بين عامَي 2018 و 2020 بين الشابات اللواتي يَسكُنَّ في إسطنبول بدون أقاربهن. إنَّ هؤلاء الشابات - اللواتي تتراوح أعمارهن بين 20 و 25 عامًا، سواءً كُنَّ طالباتٍ أو متخرِّجاتٍ حديثًا – قد تسجَّلنَ في جامعات عامة أو خاصة في إسطنبول وعِشنَ في مساكن للطلاب وفي إيجارات (مشتركة). ويقوم المسح الميداني على مقابلات فردية شبه منظمة تضمّ أسئلة حول ترك منزل الأسرة والاستقرار في إسطنبول وتطور العلاقات الأسرية وفقًا للتنقل الجغرافي وبناء الاستقلالية الذاتية في البحث عن الحرية الجنسية.وقد رافق المقابلات التي أُجريت دراسةٌ إثنوغرافية ميدانية تقوم على ملاحظات ومحادثات غير رسمية في أماكن التنشئة الاجتماعية للطالبات، بما في ذلك حرم الجامعات والمقاهي والحانات والنوادي الليلية.

Like the entire country, Higher Education in Kazakhstan has been in a phase of transition for more than thirty years. One of the dimensions of this transition relates to the internationalization of Higher Education. In this contribution, we focus on home internationalization. First, we synthesize the academic literature dedicated to this question in Kazakhstan. Second, we analyze the flows of foreign students in Kazakhstan during recent years. The country has succeeded in attracting an ever-increasing number of students from neighboring countries although the total remains small compared to Kazakh students going abroad. Third, we highlight two additional strategies used to increase internationalization in the country: employment of international scholars; and the launch of foreign campuses in Kazakhstan. Finally, we discuss the use of foreign languages and especially English as a tool for local internationalization. The country has probably overestimated its capacity to make English a working language at the university level. Resumo Como todo o país, o Ensino Superior no Cazaquistão está em uma fase de transição há mais de 30 anos. Uma das dimensões dessa transição é ligada à internacionalização do Ensino Superior. Nessa contribuição, apostamos na internacionalização em casa. Em primeiro lugar, sintetizamos a literatura acadêmica dedicada a essa questão no Cazaquistão. Em segundo lugar, analisamos os fluxos de estudantes estrangeiros naquele país durante os últimos anos. O país tem conseguido atrair cada vez mais estudantes de países vizinhos, embora o número continue pequeno comparado com os estudantes do Cazaquistão que vão para o exterior. Terceiro, destacamos duas estratégias adicionais usadas para aumentar a internacionalização no país: emprego de acadêmicos estrangeiros e o lançamento de campi estrangeiros no Cazaquistão. Por fim, discutimos o uso de línguas estrangeiras e, principalmente, o inglês como ferramenta de internacionalização local. Provavelmente, o país superestimou sua capacidade de fazer do inglês uma língua de ensino de nível universitário. Resumen Como todo el país, la Educación Superior en Kazajstán se encuentra en una fase de transición desde hace más de treinta años. Una de las dimensiones de esta transición se relaciona con la internacionalización de la Educación Superior. En esta contribución, nos centramos en la internacionalización del hogar. Primero, sintetizamos la literatura académica dedicada a esta cuestión en Kazajstán. En segundo lugar, analizamos los flujos de estudiantes extranjeros en Kazajstán durante los últimos años. El país ha logrado atraer a un número cada vez mayor de estudiantes de los países vecinos, aunque el total sigue siendo pequeño en comparación con los estudiantes kazajos que se van al extranjero. En tercer lugar, destacamos dos estrategias adicionales utilizadas para aumentar la internacionalización en el país: empleo de académicos internacionales; y el lanzamiento de campus extranjeros en Kazajstán. Finalmente, discutimos el uso de lenguas extranjeras y especialmente del inglés como herramienta para la internacionalización local. El país probablemente ha sobreestimado su capacidad para hacer del inglés un idioma de trabajo a nivel universitario.

International student mobility has become an effective global strategy for tertiary institutions’ economic growth, revenue, and diversity. This study aimed to provide service quality indicators that can be used to improve international student mobility services in Malaysian public universities. The sample comprised international students in Malaysia, with 1273 students from 76 countries participating. The SERVQUAL model and instrument were used, and the indicators were determined using the measurement model (MM) and Analytic Hierarchy Process (AHP). The findings of MM and AHP ranked courtesy and communication as the highest indicators, and AHP found that soft skills were required to improve service quality at Malaysian higher education institutions. These findings contribute to understanding what is needed to improve the university quality service system in Malaysian public universities. The results also apply to other universities, especially Southeast Asian countries involved in internationalisation practices. Practical implications were provided to improve internationalisation service quality at colleges and universities, with suggestions for future study.

One of the main aims of the Erasmus programme is to promote a sense of European identity. Whereas several empirical studies have already investigated this relationship, few studies investigate what students actually mean when they refer to ‘Europe’. Therefore, in this paper I investigate the different latent dimensions of the concept Europe, as well as which of these dimensions are particularly associated with an exchange period abroad. The analyses are based on an online survey conducted with higher education students in Austria, Belgium, Italy, Poland and Sweden in 2011 ( n = 4278). The presented models reveal four latent dimensions, namely a ‘cultural’, ‘political’, ‘rights’ and ‘experiential’ dimension. Furthermore, the analyses suggest that exchange students are largely a self-selected group, being a priori more likely to identify with Europe and score higher on the four dimensions.

Resumen Identificar los factores personales e institucionales que contribuyen a la movilidad estudiantil universitaria es un paso importante para incentivarla. A partir del tratamiento estadístico de una encuesta realizada a estudiantes del Centro Universitario de Ciencias Sociales y Humanidades de la Universidad de Guadalajara, México, este trabajo abona a los estudios previos sobre las barreras, las motivaciones y los factores que inciden en la movilidad estudiantil, tales como antecedentes personales y académicos, así como elementos de gestión institucional de los programas de movilidad. Entre los elementos examinados a la luz de las herramientas del pensamiento de Bourdieu de habitus y capital, se incluyen el dominio de idiomas, el ingreso familiar, el interés por la movilidad, el conocimiento de las opciones para el intercambio, el nivel educativo de los padres y los viajes internacionales previos, entre otros. Los resultados indican que el conocimiento de las opciones, la recomendación de profesores y tener interés en realizar una estancia internacional son los factores que más inciden en la movilidad internacional para créditos, seguidos del desempeño académico, una percepción baja de las barreras que pueden impedir la movilidad y el ingreso familiar. El trabajo finaliza presentando una simulación del impacto en las probabilidades de que un estudiante realice una estancia internacional durante sus estudios universitarios cuando se implementan tres estrategias en las instituciones de educación superior: una campaña de difusión de las oportunidades de movilidad, trabajo cercano con profesores para promover e incentivar la participación, y la existencia de apoyos económicos para realizar las estancias. Abstract Identifying the personal and institutional factors contributing to international student mobility is an important step toward encouraging it. Based on the statistical treatment of a survey carried out among students at the University Center for Social Sciences and Humanities of the University of Guadalajara, Mexico, this work contributes to previous studies on barriers, motivations, and factors associated with student mobility, such as personal and academic background, as well as institutional elements like those related to the administration of mobility programs. Among the factors studied in the light of Bourdieu’s thinking tools of habitus and capital are language proficiency, family income, interest in mobility, knowledge of options, parental educational level, and previous international travels. Results indicate that knowledge of mobility options, recommendation of professors to undergo mobility and having an interest in studying abroad are the factors that most influence international credit student mobility, followed by academic performance, low perception of the barriers that can impede mobility, and family income. The paper ends by presenting a simulation of the impact on the chances of a student making an international stay during their university studies when three strategies are implemented in higher education institutions: a campaign to disseminate mobility opportunities, close work with professors to promote and encourage participation, and the existence of economic support to carry out the stays.

Resumen Introducción : el incremento de estudiantes universitarios chinos en el extranjero es un fenómeno que está despertando el interés de cada vez más universidades en todo el mundo. Objetivo : identificar las motivaciones para abandonar y regresar al país de origen y la satisfacción como factores asociados a la decisión de estudiar en el extranjero en una muestra de estudiantes chinos. Método : una muestra conformada por 190 estudiantes chinos que estudiaban en países occidentales. Se elaboró y administró un cuestionario. Las respuestas al cuestionario ofrecieron amplia información sobre los factores push & pull asociados a las motivaciones para irse y volver y a la satisfacción con los estudios. El cuestionario también recoge información sociodemográfica. Resultados : proporcionan una comprensión detallada de los objetivos y necesidades de los estudiantes internacionales chinos, limitados por factores culturales, económicos, educativos, políticos y de igualdad. Discusión : los principales factores para que los estudiantes chinos decidan quedarse en el extranjero o regresar a China son de naturaleza cultural. El cuestionario puede ser de interés para las universidades y los gobiernos que deseen conocer las valoraciones positivas de las políticas de movilidad de los estudiantes chinos en el extranjero. Abstract Introduction : The purpose of the study was to identify motivations for leaving and returning to the country of origin and satisfaction as factors associated with the decision-making to study abroad in a sample of Chinese students. The sample consisted of 190 Chinese students studying in western countries. A questionnaire was developed and administered. The answers to the questionnaire offered extensive information on the push & pull factors associated with the motivations to leave and return and satisfaction with the studies. The questionnaire also gathered sociodemographic information. The results provide a detailed understanding of the goals and needs of Chinese international students, conditioned by cultural, economic, educational, political, and equality factors. The main factors for Chinese students to decide whether to study abroad or return to China are cultural ones. The questionnaire may be of interest to universities and governments that wish to know the positive evaluations of the policies on the mobility of Chinese students abroad.

Identifying the personal and institutional factors contributing to international student mobility is an important step toward encouraging it. Based on the statistical treatment of a survey carried out among students at the University Center for Social Sciences and Humanities of the University of Guadalajara, Mexico, this work contributes to previous studies on barriers, motivations, and factors associated with student mobility, such as personal and academic background, as well as institutional elements like those related to the administration of mobility programs. Among the factors studied in the light of Bourdieu’s thinking tools of habitus and capital are language proficiency, family income, interest in mobility, knowledge of options, parental educational level, and previous international travels. Results indicate that knowledge of mobility options, recommendation of professors to undergo mobility and having an interest in studying abroad are the factors that most influence international credit student mobility, followed by academic performance, low perception of the barriers that can impede mobility, and family income. The paper ends by presenting a simulation of the impact on the chances of a student making an international stay during their university studies when three strategies are implemented in higher education institutions: a campaign to disseminate mobility opportunities, close work with professors to promote and encourage participation, and the existence of economic support to carry out the stays., Para incentivar la movilidad estudiantil universitaria es importante identificar los factores personales e institucionales que contribuyen a que se lleve a cabo. A partir del tratamiento estadístico de una encuesta realizada a estudiantes del Centro Universitario de Ciencias Sociales y Humanidades de la Universidad de Guadalajara, este trabajo abona a los estudios previos sobre las barreras, las motivaciones y los factores que inciden en la movilidad estudiantil, tales como antecedentes personales y académicos, así como elementos de gestión institucional de los programas de movilidad. Entre los elementos examinandos se incluyen el dominio de idiomas, el ingreso familiar, el interés por la movilidad, el conocimiento de las opciones para el intercambio, el nivel educativo de los padres y los viajes internacionales previos, entre otros. Los resultados indican que el conocimiento de las opciones de movilidad, la recomendación de profesores para realizar estancias y tener interés en realizar una estancia internacional son los factores que más inciden en la movilidad internacional para créditos, seguidos del desempeño académico, una percepción baja de las barreras que pueden impedir la movilidad y el ingreso familiar. El trabajo finaliza con la propuesta de tres estrategias que las instituciones de educación superior pueden poner en práctica y una simulación de su impacto en las probabilidades de que un estudiante realice una estancia internacional durante sus estudios universitarios., Identificar os fatores pessoais e institucionais que contribuem para a mobilidade estudantil universitária é um passo importante para incentivá-la. Com base no tratamento estatístico de uma pesquisa realizada entre estudantes do Centro Universitário de Ciências Sociais e Humanas da Universidade de Guadalajara, México, este trabalho contribui com estudos anteriores sobre as barreiras, motivações e fatores que afetam a mobilidade estudantil, tais como histórico pessoal e acadêmico, bem como elementos de gestão institucional de programas de mobilidade. Os elementos examinados à luz das ferramentas de pensamento de Bourdieu sobre habitus e capital incluem proficiência linguística, renda familiar, interesse em mobilidade, conhecimento de opções de intercâmbio, nível educacional dos pais e viagens internacionais anteriores, entre outros. Os resultados indicam que o conhecimento das opções, a recomendação de professores e o interesse em realizar uma estada internacional são os fatores que mais afetam a mobilidade internacional para obtenção de créditos, seguido do desempenho acadêmico, baixa percepção das barreiras que podem impedir a mobilidade e renda familiar. O artigo termina apresentando uma simulação do impacto nas chances de um estudante fazer uma estada internacional durante seus estudos universitários quando três estratégias são implementadas em instituições de ensino superior: uma campanha para divulgar oportunidades de mobilidade, um trabalho próximo com professores para promover e incentivar a participação e a existência de apoio económico para a realização das estadias.

In a global and permanently dynamic contemporary society, young people, and the student generation in particular, assume a growing responsibility for the development of a promising future, but in awareness of all social, cultural, artistic and linguistic differences, and with a necessary and definitive attitude of tolerance and inclusion. As promoters and motivators of a learning experience, the academic mobility programmes are proposed as mobilizers and builders of a European socio-cultural and civic consciousness, in a space where the various domains (social, cultural, institutional and linguistic) are the target of multidimensional processes. In order to consolidate this desired process, communication (overcoming the language barriers that may exist) and integration (accepting different socio-cultural values) in the host institutional community, are assumed as a sign of respect and individual and collective identity construction. info:eu-repo/semantics/publishedVersion

Student mobility in the Caribbean, especially the Dutch Caribbean, is under researched. Therefore, this thesis seeks to fill this gap by studying the student mobility of Aruban students atthe University of Aruba. In this present study, Bourdieu’s sociological concepts of habitus, fieldand capital will aid in examining how the economic, social and cultural capital of Aruban students influences their student mobility through the Erasmus + program offered by the University of Aruba. To study this, a multi-method approach was used, namely the text analysis of the University website and policy documents, and an online survey. A multi-method approach will aid in delivering a complete picture of the expectations of the University of Aruba has fortheir students, as well as the lived experiences of the Aruban students. This study suggests that all forms of capital play an influential role in the Aruban student’s mobility. Economic capital plays a crucial role in their choice to move abroad and their motive to do so. Their social assets positively influence their mobility as well as their experiences abroad. Lastly, students’ cultural resources play an influential role in their choice, their expectations, and experiences, however it can also be a crucial barrier to their mobility. While the university promotes equal opportunities, these results indicate otherwise and might suggest that the university revise their selection process to offer students from all opportunities genuineequal opportunities.

Altres ajuts: Este artículo ha sido realizado en el marco del Proyecto Fondecyt Regular n.º 1210084 "Efectos asociados a la aparición de espacios con concentración de estudiantes universitarios en dos ciudades de Chile y conexión con dinámicas urbanas", financiado por la Agencia Nacional de Investigación y Desarrollo de Chile (ANID). El estudio de las dinámicas estudiantiles y de sus efectos en ciertos barrios universitarios es un tema que ha tomado impulso desde comienzos del siglo XXI en la disciplina de geografía. Este artículo constituye un estado de la cuestión sobre el proceso de estudiantización y plantea nuevas líneas de investigación que desde la geografía contribuyan a una aproximación multiescalar de este fenómeno. Para ello, realiza una revisión exhaustiva de la literatura sobre esta materia, para conectarla con procesos territoriales y urbanos más amplios, y propone algunas líneas de trabajo a futuro con el objetivo de abrir este campo de investigación a nuevas perspectivas. L'estudi de les dinàmiques estudiantils i dels seus efectes en determinats barris universitaris és un tema que ha agafat impuls des del principi del segle XXI en la disciplina de geografia. Aquest article constitueix un estat de la qüestió sobre el procés d'estudiantificació i planteja noves línies d'investigació des de la geografia que contribueixin a una aproximació multiescalar d'aquest fenomen. Per això, fa una revisió exhaustiva de la literatura sobre aquesta matèria, per connectar-la amb processos territorials i urbans més amplis, i proposa algunes línies de treball de futur amb l'objectiu d'obrir aquest camp de recerca a noves perspectives. The study of student dynamics and their effects on certain neighbourhoods is a topic that has gained ground in geography since the beginning of the 21st century. This manuscript constitutes a state of the question about the studentification process, proposing new lines of research that from geography contribute to a multi-scale approach to this phenomenon. To do this, it carries out an exhaustive review of the literature, connecting it with broader territorial and urban processes and proposing some lines of future work with the aim of opening up this field of research to new, broader perspectives.

This research aims to analyse the impact of internationalization dynamics on higher education systems in Southeast Asia over the past fifty years, with a focus on Singapore and Malaysia. Using a sociohistorical and elite theory approach, it analyses the social, economic and political processes that have led to the reconfiguration of the structuring of higher education in these two countries and to the renewal of the ways in which their elites are made. It also invites us to take part in the discussions on the evaluation and ranking systems that are helping to set up a competitive higher education market in the world.Using a reading framework that multiplies the levels of analysis and based on a field survey that relies on a mixed methods design combining qualitative materials (documentary archives, interviews with institutional actors, corpus of political speeches, participant observations of international events) and quantitative materials (secondary analyses of statistical data on student mobility flows, quantitative survey of international students), the thesis analyses the internationalisation of the Singaporean and Malaysian education systems according to two dynamics an inward-oriented higher education internationalization which involves the importation of foreign knowledge, cultures, models and standards of higher education to enhance national identity and an outward-oriented internationalization aimed at attracting the most academically accomplished international students and occupying a major place in the global education market to enhance the country's international image. The universality of internationalization is challenged in the thesis by the national specificities and institutional polymorphism of university and higher education organisations. The greater complexity of the meaning of student movements questions the transfer of knowledge in the world in favour of a multidimensional reconfiguration interweaving multiple logics (economic, religious, ethnic, social, etc.) going beyond the homologies established until then. The impact of the internationalization of education on the internal stratification of higher education in Singapore and Malaysia then shows the segmentation of the public between public and private universities giving rise to a distinction between public and private elites. Finally, the research raises the question of the positioning of the two higher education systems in the international education market. The state elites of these two countries have committed themselves to a policy of attractiveness of their training to let them access the new status of world centres of higher education. However, the strategic interests and national positions of the two States diverge in terms of public policies, standards, regulations and legislation, leading to the consideration of two differentiated models of internationalization that condition the incoming student flows in these countries: Singaporean higher education appears to be a model of excellence at the crossroads of the Western and Eastern 'worlds' that captures not only talented and wealthy Asian elites, but also international elites; Malaysian higher education represents a hybrid international model that helps to bring out ethnic-racial and Muslim elites.; Cette recherche a pour objectif d'analyser l'impact des dynamiques d'internationalisation sur les systèmes d'enseignement supérieur en Asie du Sud-Est au cours des cinquante dernières années, en se focalisant tout particulièrement sur Singapour et la Malaisie. En empruntant une grille d'analyse qui relève d'une approche sociohistorique et de la théorie des élites, elle analyse les processus sociaux, économiques, politiques ayant conduit aux reconfigurations de la structuration des formations d'enseignement supérieur dans ces deux États et au renouvellement des modes de fabrication de leurs élites. Elle invite également à prendre part aux discussions sur les dispositifs d'évaluation et de classement qui participent à mettre en place un marché de l'enseignement supérieur concurrentiel dans le monde.À partir d'une grille de lecture qui multiplie les niveaux d'analyse et sur la base d'une enquête de terrain qui repose sur un design de méthodes mixtes combinant matériaux qualitatifs (archives documentaires, entretiens auprès d'acteurs institutionnels, corpus de discours politiques, observations in-situ d'événements internationaux) et matériaux quantitatifs (analyses secondaires de données statistiques des flux de mobilité étudiante, enquête quantitative auprès d'étudiants internationaux), la thèse analyse l'internationalisation des systèmes éducatifs singapouriens et malaisiens selon deux dynamiques : une internationalisation de l'enseignement supérieur « orientée vers l'intérieur » (inward-oriented higher education internationalization) qui implique l'importation de connaissances, de cultures, de modèles et de normes d'enseignement supérieur étrangers dans le but de valoriser l'identité nationale et une internationalisation « orientée vers l'extérieur » (outward-oriented) destinée à attirer les étudiants internationaux les plus dotés scolairement et à occuper une place majeure sur le marché mondial de l'éducation pour valoriser l'image du pays à l'international. L'universalité de l'internationalisation est remise en question dans la thèse par les spécificités nationales et le polymorphisme institutionnel des organisations universitaires et d'enseignement supérieur. La plus grande complexité du sens des circulations étudiantes interroge globalement sur les transferts de savoirs dans le monde au profit d'une reconfiguration multidimensionnelle imbriquant des logiques multiples (économiques, religieuses, ethniques, sociales, etc.) dépassant les homologies établies jusqu'alors. L'impact de l'internationalisation des formations sur la stratification interne au champ de l'enseignement supérieur à Singapour et en Malaisie montre ensuite une segmentation des publics entre universités publiques et universités privées donnant lieu à une distinction entre des élites publiques et des élites privées. Enfin, la recherche soulève la question du positionnement des deux systèmes d'enseignement supérieur sur le marché international de l'éducation. Les élites étatiques de ces deux pays se sont engagées dans une politique d'attractivité de leurs formations pour leur permettre d'accéder au nouveau statut de pôles mondiaux d'enseignement supérieur. Pour autant, les intérêts stratégiques et les positionnements nationaux des deux États divergent en matière de politiques publiques, de normes, de réglementations et de législations amenant à considérer deux modèles d'internationalisation différenciés qui conditionnent les circulations étudiantes entrantes dans ces pays : l'enseignement supérieur singapourien apparaît comme un modèle d'excellence à la croisée des « mondes » occidentaux et orientaux qui capte non seulement les élites talentueuses et fortunées asiatiques, mais également internationales ; l'enseignement supérieur malaisien représente un modèle hybride international participant à faire émerger des élites ethnico-raciales et musulmanes.

Bu çalışma, Mehmet Mete’nin Doç. Dr. Mustafa Özgenel’in danışmanlığında yürütülen yüksek lisans tezinden üretilmiştir. Ayrıca bu çalışmanın bir bölümü İZU Sosyal Bilimler Lisansüstü Öğrenci Kongresinde sözlü bildiri olarak sunuluştur. Bu araştırmanın amacı uluslararası yükseköğretim öğrencilerinin Türkiye’yi tercih nedenlerini incelemektir. Çalışma, nitel araştırma yöntemine ve durum desenine göre yürütülmüştür. Araştırmanın çalışma grubu amaçlı örneklem yöntemlerinden maksimum çeşitlilik yöntemine göre belirlenmiş ve çalışma grubuna Türkiye’deki 2019-2020 eğitim-öğretim yılının bahar döneminde devlet ve vakıf üniversitelerinde öğrenim gören 25 uluslararası öğrenci katılmıştır. Araştırmanın verileri yarı yapılandırılmış mülakat tekniği kullanılarak birebir görüşmelerle, kayıt özelliği olan görüntülü aramalarla ve telefon görüşmeleri ile toplanmıştır. Veriler içerik analizi yöntemi ile analiz edilmiştir. Bulgulara göre uluslararası öğrencilerin nitelikli eğitim almak, dini inanç, kültürel yakınlık, burs imkanları ve duygusal yakınlık hissettikleri için Türkiye’yi tercih ettikleri sonucuna ulaşılmıştır. Uluslararası öğrencilerin Türkiye’de bulunmaktan, üniversitelerin eğitimlerinden ve akademik anlamda öğretim üyelerinden/görevlilerinden memnun oldukları ve öğrencilerin tamamına yakını Türkiye’de eğitim almayı başkalarına tavsiye edebileceklerini belirtmişlerdir. Uluslararası öğrencilerin dil öğrenme zorlukları, ekonomik sorunlar, önyargılı tutum, ırkçı tepkiler, kültürel uyum, özel bilgilerin sorgulanması ve bürokratik sorunlarla karşılaştıkları, öğrencilerin Türkiye dışında alternatif olarak Avrupa ülkelerinde eğitim almak istedikleri tespit edilmiştir. The aim of this study was to investigate the causes of international higher education students prefer Turkey. The study is designed in a case study pattern in qualitative research techniques or methods to serve the purpose of the research. The study group of this research occurs 25 international students, studying in private and government universities in Turkey in the 2019-2020 academic year spring term. The study group is selected as to maximum diversity method from purposeful sampling methods. The research data are collected through one-to-one calls, video calls with recording capability, and phone calls, using a semi-structured interview technique. Data are analyzed by the content analysis method. The findings of the research have tried to be determined the international students’ preference reasons for universities in Turkey, expectations, and satisfaction. According to the findings, ıt is observed that international students choose Turkey because of the quality of education, religious life, cultural affinity, scholarship opportunities, and emotional closeness. International students indicated that they are satisfied with being in Turkey, their university education, and lecturers in the academic sense, and almost all the students have said they would recommend it to others to study in Turkey. It has been observed that international students encounter language learning difficulties, economic problems, biased attitudes, racist reactions, cultural adaptation, questioning of private information, and bureaucratic problems. It has been identified that students want to receive education in European countries outside of Turkey as an alternative.

Extract ----- Abstract This study examined the determinants of international students’ interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students’ participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students’ interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context. Keywords: study abroad outcome, international student, friendship, South Korea ----- Bibliography: Jon, Jae-Eun/Kim, Heeyun/Byun, Soo-yong: Friends Matter: The Relationship Between Korean International Students’ Friendship Networks and Study Abroad Outcomes, IJREE – International Journal for Research on Extended Education, Vol. 8, Issue 2-2020, pp. 138-155. https://doi.org/10.3224/ijree.v8i2.04 ----- Open Access License: This contribution is available in Open Access under the Creative Commons license CC BY 4.0 (Attribution 4.0 International) as of 18.10.2022. More information about the license and the terms of use can be found here .

Internationalisation is a major trend in higher education worldwide. Yet, little evidence is given on the net impact of international students on national economies. This study addresses this gap by estimating the benefits against the costs driven by international students in Belgium and its Flemish region in particular. Using a unique combination of various sources of micro-data, the results show net positive benefits that exceed costs by a factor ranging between 2.4 (lower bound) and 3.1 (upper bound) times. The results vary highly with the level of education, as the ratio is the lowest for doctoral students (1.2–1.6) and highest for master students (5.1–6.3). The effect is mainly driven by a high stay rate of international students, who are likely to work in the country after graduation. When considering indirect effects, our results show that there are no significant peer effects due to the presence of international students in the classroom. ispartof: Higher Education vol:82 issue:3 pages:459-476 status: published

Student mobility is an integral facet of the internationalization of higher education. In the last couple of decades, the landscape of global student mobility has been influenced by economic and cultural reasons, national political climate, and global geopolitical realities. The paper attempts to trace student mobility flows, explore the historical developments surrounding international higher education which have caused the shift in student mobility directions, and highlight the emergence of new higher education destinations. The paper closely looks at the literature on student mobility in the US, UK, continental Europe, India, and China. It primarily explores the factors which have impacted international student mobility. The secondary data related to changing student mobility trends and factors influencing student mobility was extensively reviewed. The findings revealed that an array of factors such as linguistic landscape, national immigration policies, welcoming environment of the host country, quality of higher education institutions emerged as the central considerations for students choosing to study abroad. This paper argues for, against the shifting student mobility directions and flows, continental Europe may emerge and continue to be an important higher education destination. The significance of this study lies in the fact that considering the student mobility landscape is volatile and the factors influencing study choices of students are varied, policy-makers and higher education leaders need to be cognizant of student motivations while formulating policies and strategies in higher education.

Les dépenses publiques en matière d’éducation constituent l’un des premiers postes budgétaires en Polynésie française et ont permis de renforcer les infrastructures, de diversifier l’offre locale de formation et de démocratiser l’accès à l’enseignement supérieur. Cette massification de l’accès aux formations postbaccalauréat laisse cependant dans l’ombre la persistance de fortes inégalités. Dans le débat public local, le « retard historique » du système éducatif polynésien est souvent mis en avant pour expliquer ces disparités. À partir d’une enquête postdoctorale menée à l’aide de méthodes mixtes, cet article démontre que des mécanismes à la fois territoriaux, scolaires, genrés et sociaux se combinent pour expliquer cette démocratisation ségrégative. Ainsi, l’accès des bachelier∙ères polynésien·nes à des parcours d’études locaux (à Tahiti), nationaux (en métropole) ou internationaux (au Canada notamment) demeure encore très inégalement réparti dans l’espace social local. Au-delà de la question de l’efficacité des investissements publics, une telle perspective interroge le rôle de l’institution scolaire dans la reproduction des inégalités., Public expenditure on education is one of the largest budget items in French Polynesia and have strengthened infrastructure, diversified the local educational offer and democratized access to higher education. The massification of access to post-baccalaureate training leaves in the shade the persistence of strong inequalities. In the local public debate, the “historical delay” of the Polynesian education system is put forward to explain these disparities. Based on a post-doctoral survey conducted using mixed methods, this article demonstrates that territorial, educational, gendered and social mechanisms combine to explain this segregative democratisation. Thus, the access of Polynesian baccalaureate holders to local (in Tahiti), national (in metropolitan France) or international (in Canada in particular) study paths is still very unevenly distributed in the local social space. Beyond the question of the efficiency of public investments, such a perspective questions the role of the school institution in the reproduction of inequalities.

This report presents the findings of the EU-SHARE commissioned study entitled ‘Graduate Employability in ASEAN: The Contributions of Student Mobility’. The report collates the qualitative data gathered from a review of literature and 83 qualitative interviews with relevant stakeholders (43 formerly intra-ASEAN mobile graduates and 40 labour market representatives hereon referred to as LMRs) from four countries (Malaysia, Philippines, Thailand, and Viet Nam) and three broad sectors (Engineering and ICT; Education; and Business, Social Sciences and Humanities). Overall, the study aims to map the student and labour mobility trends in the ASEAN region, examine the supply side and demand side perspectives on the value of intra-ASEAN student mobility on graduates’ career outcomes, and provide recommendations to further enhance and understand the links between mobility and employability.

Erasmus mobility has become an important feature of higher education in Europe and beyond, with the potential to generate significant changes at individual, institutional and systemic levels. More than three decades after the foundation of this successful programme, evaluations reveal that, despite notable progress, several aspects of the Erasmus student experience can be further improved. Based on the lived experiences of Erasmus alumni, this article aims to understand the challenges that emerge in contexts of educational mobility and how they could be better addressed. Three key dimensions are identified in the qualitative accounts of former Erasmus students and analysed in light of previous research: mobility preparation, institutional support for integration, and recognition of study abroad. Concrete recommendations are made to policy and institutional actors on how to prepare and support Erasmus students during their international sojourns, ensuring that the positive outcomes often associated with international mobility are in fact attained.

En abordant la question de l’intensité des rapports francohelléniques, tout au long de la période allant de la fondation de l’État hellénique et jusqu’à la guerre greco-turque de 1922, en se posant notamment la question des canaux par lesquels se sont opérés les contacts entre les deux pays, cet article focalise sur les francophiles Grecs. En effet, ceux-ci se sont avérés non seulement des solides appuis des intérêts et de la présence française en Grèce, mais également des intermédiaires facilitant les échanges entre les deux pays. Si leur présence est à signaler tout au long du xixe siècle, force est de constater qu’aux cours des deux premières décennies du xxe un important tournant s’est produit. On observe en effet au cours de cette période une mobilisation sans précèdent des milieux francophiles en Grèce, mobilisation ayant conduit, entre autres, à l’apparition des premières associations francophiles. L’article met l’accent sur le contexte national et international favorisant cette évolution. Il examine, par ailleurs, la composition sociale et professionnelle de ces groupements. Il s’avère ainsi que le lien le plus solide avec la France s’est souvent produit au moyen d’un séjour d’études ou d’une formation professionnelle acquise sur le territoire français et par opposition aux activités des diplômés et stagiaires Grecs formés en Allemagne, qui favorisaient la circulation en Grèce d’un savoir-faire concurrent allemand. L’opposition qui n’a pas tardé à se manifester entre francophiles et germanophiles Grecs a eu comme conséquence un renforcement de l’identité même de francophile, alors même que ce type d’opposition traversait, dans les années 1910, un grand nombre de pays européens et même de pays d’autres continents (Amérique Latine). In addressing the question of the intensity of Franco-Hellenic relations, throughout the period from the foundation of the Hellenic State until the Greek-Turkish War of 1922, and in particular the question of the channels through which the contacts between the two countries took place, this article focuses on the Greek Francophiles. Indeed, they proved to be not only solid supporters of French interests and presence in Greece, but also intermediaries facilitating exchanges between the two countries. If their presence is to be noted throughout the 19th century, it is necessary to note that during the first two decades of the 20th an important turn occurred. One observes indeed during this period a mobilization without precedent of the Francophile circles in Greece, mobilization having led, among other things, to the appearance of the first Francophile associations. The article emphasizes the national and international context that favored this evolution. It also examines the social and professional composition of these groups. It turns out that the strongest link with France often occurred by means of a study stay or professional training acquired on French territory and in opposition to the activities of Greek graduates trained in Germany, which favored the circulation in Greece of a competing German know-how. The opposition that soon arose between Francophiles and Germanophiles in Greece resulted in a reinforcement of the very identity of Francophile, as this type of opposition crossed, in the 1910s, a large number of European countries and even countries from other continents (Latin America).

The study aims to review the processes of international student mobility towards Hungary, with particular attention to the time-series analysis of the number of international students studying in Hungary, the trends emerging from the data and the changes regarding the sending countries as well as their hypothetical causes in the period between 2001 and 2019. The study is based on the latest available statistical data for 2019/2020, which we used to analyse the distribution of international students by research field, level of training and the geographical distribution of the host universities in Hungary. Following the international trends, a significant increase can also be observed within Hungary, in the number of students coming from the East, more exactly from Asian countries including China, Iran, and Turkey. Many students from the neighbouring countries also choose Hungary as their place of study for historical and ethnic reasons. International students studying in Hungary participate in a remarkably high proportion (approximately 30%) in medical and healthcare degree programs. However, with the diversification of programs available in foreign languages the comprehensive universities in the countryside have come to the foreground and now they host the largest number of international students.

At the heart of Western Europe and culturally embedded in the “Greater Region,” Luxembourg for centuries sent its youth abroad for tertiary education, without its own national university. Evolving provisions of postsecondary education after 1945 followed construction of several teaching and research institutes that did not offer full-fledged tertiary education certification. With global higher education expansion and European developments providing a window of opportunity, the critical juncture occurred in 2003, with the founding of the national flagship University of Luxembourg (uni.lu)—since leading to an extraordinary case of university institutionalization. Traditions were explicitly maintained, but reshaped, in the new university, with student mobility continuing to bolster the national elite’s pan-European networks and internationalization. Reflecting its hyper-diversity and multilingual culture as well as porous national borders, Luxembourg’s investments in higher education capacity-building, via a 21st century research university, have been thoroughly European. Today, Luxembourg has the highest proportion of workers with tertiary attainment and of internationally mobile students, testament to its maintained mobility tradition and national policy change facilitated by global models and European norms.

DC, like many jurisdictions, ties school budgets to enrollment on a specific day in the fall of each year. While this provides school administrators with budgetary and operational stability, it also means that as students transfer in and out schools during the rest of the year, school budgets may not align with actual enrollment. We developed a statistical model to estimate whether a second “count day” in the spring would affect transfers in and out of schools. We found that student mobility had the potential to drastically increase or decrease depending on how the policy was structured and how much schools decide to focus on recruiting or retaining students.

The basic premise for these guidelines is “teaching as a design science” (Laurillard, 2012):as all education, mobility formats should be the subject of educational design, in whichteachers and programme boards take the lead, supported by teaching and learning and ICTsupport services. Institutional leadership should support and strengthen the internationalisationin higher education through digitization and create the conditions for designing, developing and implementing digital collaboration and mobility. The core aim of any mobility is to provide students with an international academic experiencerelated to a formal course or curriculum in their home university. The mobility is basedon an agreement between institutions and a learning agreement, which guarantees the student's rights. Such agreements can also be concluded by mobility consortia. With the proliferation of digital approaches to teaching and learning, digital mobility formatshave been developed, involving large or small groups of students and creating virtualcampuses in university networks or European Universities Initiative alliances. Making international collaboration and mobility flexible is likely to be a groundbreaking solutionto create mobility for all, especially for university alliances that aim for 50% and moremobility of their students in combination with their green campus policy. A diversity of mobility approaches is needed to meet the challenge of inclusive mobility, inline with the European Parliament resolution of 23 June 2022. Transnational programmes with mobility programmes can be organized in any cycle ofhigher education, i.e. bachelor, master or doctorate. Mobility in transnational programmescan be organized as embedded mobility within a course, “classical” student exchange mobility,mobility windows in networked curricula and embedded mobility in joint programmes. In European educational collaboration and mobility, a truly European dimension is integratedfrom the student, institution and EU perspective, enriching and strengthening highereducation. The concept of comprehensive internationalization emphasizes the need to develop an institution-wide approach to internationalization. International strategies must be embracedby all institutional leadership and shared with all faculties, teaching staff, support servicesand students to give an international dimension to the entire university. Internationalization starts bottom-up by teaching and research staff. By integrating theseinformal networks into internationalization policy at faculty level, collaboration and mobilitywill be streamlined and organised. This ultimately results in structural cooperationand mobility. At the institutional level, university leadership is increasingly taking top-down collaborativeand mobility initiatives within the framework of institutional networks and alliancesof the European Universities Initiative (EUI). Both approaches require continuous alignment where bottom-up and top-down processesmeet.To make mobility successful, institutions have to fulfil a range of institutional conditions. To facilitate processes, the university should also roll out European initiatives such as theEuropean Student Card and Erasmus Without Paper.

This dissertation aims to explore and complete the existent literature regarding student mobility in Europe. Furthermore, it intends to provide an understanding of the motivations, perceptions, and pre-conceptions of Erasmus Mundus students, also known as `super mobile` students. This dissertation will focus on students undertaking the EMJMD in Tourism and Culture (TourDC), taking place in Scotland, Malta, Sweden, and Portugal. The research has been made through semi-structured interviews conducted amongst a sample of fourteen TourDC students or alumni X. It thus attempts to further our understanding about how students live their academic and cultural experiences during the Erasmus Mundus TourDC programme. The obligation of the findings are firstly understanding the motivations of Erasmus Mundus TourDC students; secondly, the study of the cultural acclimatisation to the countries visited during the programme; and finally the identification of potential patterns for Erasmus Mundus students in terms of family, education, and cultural backgrounds. This paper demonstrates that almost all the students had a positive experience throughout their mobilities and therefore now feel prepared to pursue their chosen career path after graduation.

Embora frequentar universidades em Portugal e nos Estados Unidos seja ainda um privilégio para quem vem de famílias brasileiras com elevado capital econômico, políticas para o fomento da internacionalização têm levado, na última década, a uma intensificação e diversificação desses fluxos de mobilidade estudantil. Guiando-nos pelos estudos descoloniais, apresentamos, neste artigo, uma análise da interseccionalidade de raça e domínio de língua inglesa de estudantes de nacionalidade brasileira em Portugal e nos Estados Unidos. Os resultados referem duas investigações empíricas realizadas entre 2013 e 2020, e apontam que estudantes negras/os, participantes do mesmo programa de mobilidade com bolsas de estudo nestes dois países, apresentaram menor proficiência em inglês em comparação com bolsistas brancas/os. Em contrapartida, estudantes de uma elite econômica branca não indicaram a insuficiência no domínio de inglês como fator de decisão pela escolha de Portugal. A nosso ver, essas assimetrias devem ser percebidas e problematizadas a partir da colonialidade no ensino de inglês no Brasil que, no espaço de educação internacional, tem limitado escolhas e (re)produzido desigualdades. Todavia, nos tempos pandêmicos que apressam a transição para a mobilidade virtual, a maior diversidade étnico-racial e amplitude socioeconômica da mobilidade estudantil do Brasil para universidades portuguesas suscita outras e mais aprofundadas reflexões sobre as interações interculturais (presenciais) que resultam desses deslocamentos. As experiências de estudar em Portugal têm sido marcadas por alguns desencontros linguísticos, a exemplo dos imaginários de um subalterno português brasileiro e de um superior português de Portugal. Os constrangimentos que resultam dessas (in)comunicações interculturais entre estudantes do Brasil e de Portugal podem ser explicados, pelo menos em parte, pela reverberação, na contemporaneidade, da colonialidade do ensino da língua portuguesa nos dois países. Vamos argumentar que essas tensões, presentes em espaços acadêmicos da antiga metrópole do Brasil, potencializam o que temos designado de “despertar descolonial”., Although attending universities in Portugal and the United States is still a privilege for those from Brazilian families with high economic capital, policies to promote internationalization intensified and diversified this student mobility flows in the last decade. Guided by decolonial studies, we present, in this article, an analysis of the intersectionality of race and mastery of the English language of Brazilian students in Portugal, and the United States. The results refer to two empirical investigations carried out between 2013 and 2020 and point out that Black students participating in the same mobility program with scholarships in these two countries showed lower English proficiency than White scholarship holders. On the other hand, students from a White economic elite did not indicate the insufficiency of English as a decision factor for choosing Portugal. In our view, these asymmetries must be perceived and problematized from the perspective of coloniality in English teaching in Brazil, which has limited choices and (re)produced inequalities in the space of international education. However, in pandemic times that hasten the transition to virtual mobility, the greater ethnic-racial diversity and socioeconomic range of student mobility from Brazil to Portuguese universities raise deeper reflections on the intercultural (face-to-face) interactions arising from these displacements. The experiences of studying in Portugal have been marked by some linguistic mismatches, like the imaginaries of a subordinate Brazilian Portuguese and a superior Portuguese from Portugal. The constraints stemming from these intercultural (mis)communications between students from Brazil and Portugal can be explained by the contemporary reverberation of the coloniality of Portuguese language teaching in both countries. We will argue that these current tensions in the academic spaces of Brazil’s former motherland foster what we have called the “decolonial awakening”.

本研究では日本のSTEM(Science, Technology, Engineering, and Mathematics)分野の高等教育分野における留学の意義に焦点を当てる。学生のglobal competenceの習得感の観点から日本のSTEM分野の高等教育のどの段階で留学がより有用であるのかについて検討することにする。具体的には，次の2点を課題に設定する。第一に「グローバル・コンピテンシー」(GC)の習得感について，STEM系と人文・社会科学系の共通点・相違点を最新のデータを用いて比較し考察することである。第二に，特にSTEM系に焦点を当て，留学経験の程度の差によってGCの習得感に差があるのかを明らかにすることである。これらを踏まえ，STEM分野の留学経験がGC習得において有用であるかについて，STEM分野の特性を踏まえて総合的に考察する。, This study will focus on the significance of study abroad in the field of STEM higher education in Japan. We will examine at what stage of STEM higher education in Japan study abroad is more useful in terms of students' sense of global competence acquisition. Specifically, we will focus on the following two issues. First, we will compare and contrast the similarities and differences between STEM fields and the humanities and social sciences in terms of the sense of mastery of "global competencies" (GC) using the latest data. Second, focusing on STEM fields in particular, we will clarify whether there is a difference in the sense of mastery of GCs depending on the degree of study abroad experience. Based on these findings, we will comprehensively examine whether study abroad experience in STEM fields is useful for GC acquisition, taking into account the characteristics of STEM fields., 論文(Article)

Since 2011, the Ivorian government has invested heavily in higher education to meet its labour market’s growing demand. In this article, we analyse the drivers of Ivorian student mobility from Côte d’Ivoire to France and Switzerland, highlighting the central role of migrant networks. We focus on the decision-making process and find that migration networks play an important role at every step: from initial aspirations to concrete plans and efforts to study abroad. Using 38 in depth interviews and two focus groups with Ivorian students who aspire to study in France and Switzerland, members of the education board, migration officers, and members of the Ivorian diaspora, we reveal that the functioning of the Ivorian higher education system is a factor of uncertainty for many students who consider that salvation can only come from migration. In addition, social representations linked to foreign diplomas inspire Ivorian students to choose international mobility. Migrant networks further encourage Ivorian students to move abroad because stories from successful migrants sharing their mobility experience are coupled with the provision of key resources to support mobility projects.

In these days, study abroad programs are considered to be essential as part of higher education. In Japan, reciprocal exchange and short-term language programs are the typical programs. However, it is expected to provide more opportunities for students to study abroad related to their majors. In order to gain a new perspective to enhance such study abroad programs, this study focuses on typical study abroad programs conducted at U.S. public research universities, and describes how study abroad programs are integrated in their undergraduate education. This paper shows the outline of the custom-made study abroad programs such as study center programs and faculty-led programs based on the case studies of the two major public research universities. This study also illustrates how the universities have integrated study abroad into the home curriculum, which is called curriculum integration.

This study examined sojourners’ long–term personality trait changes over five years, extending previous research on immediate sojourn effects. A sample of German students ( N = 1095) was surveyed thrice (T1–T3) over the course of an academic year. Sojourners ( n = 498) lived abroad shortly after T1 for one or two semesters; stayers ( n = 597) remained in their home country. Five years after T1, we surveyed the same participants ( n = 441, 40.3%) again (T4). Beyond substantial selection effects, latent neighbour–change models revealed that small differences between sojourners’ and stayers’ openness, agreeableness, and neuroticism changes occurred early after sojourn–induced contextual change. Model estimates suggested sustained sojourn effects on openness and neuroticism changes thereafter and a reversed effect on agreeableness change after return. Because of reduced power and low accuracy at T4, these estimates were not statistically significant. Based on model comparison analyses, however, we could rule out reversed effects for openness and accentuated effects for agreeableness and neuroticism as least likely. Moreover, separating short–term and long–term sojourners revealed no substantial differences, but recurring sojourn experiences tended to play a role in sustaining differences. We discuss implications for future studies on patterns of sojourn effects on personality trait changes. © 2020 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology

This article discusses the internationalisation of higher education in Southeast Asia in its national and regional dimensions, beginning with its headway across the region and the policies implemented in the different countries. While Singapore and Malaysia are recognised as leading providers of higher education, most of their neighbours have similarly initiated endeavours in the same directions. The article then examines student mobility—a powerful indicator of national education systems’ openness and integration in a globalised world. It shows that intra-regional mobility remains sluggish, evincing a lack of integration in this region, despite the tools and structures put in place within the framework of the ASEAN.

This study investigates whether improving student mobility leads to greater sorting of students between schools and classes. I isolate an exogenous change in student mobility using the two-stage design of the Polish comprehensive education system and differences in school density across geographic areas. I construct a novel measure of student homogeneity based on Raven’s Progressive Matrix test score. One finding is that higher mobility leads to greater sorting of students between schools. Another, more novel, result shows that mobility also leads to higher sorting within a school (across classes). I provide suggestive evidence that demand for peer quality among students motivates school principals to create selective tracks within comprehensive schools.

The internationalization of higher education as an important aspect of a country's development potential is manifested through the mobility of students and university staff through joint research, international projects, the development of new curricula and the implementation of new approaches to teaching and learning. The paper presents the results of examining students' attitudes towards the internationalization of higher education. The aim of the research is to examine students' general attitude as well as to examine differences in attitudes between medical students and students of education. The research was conducted on a sample of 325 students, of which 168 (51.69%) are future class teachers and preschool teachers students and 157 (48.30%) students, future medical doctors and medical technicians. The sample included students from 2 faculties of teacher education, one medical faculty and one high medical school in Serbia. An attitude scale constructed for the purposes of this research was used to collect data. The results show that there are more students who have positive attitudes towards the internationalization of higher education. There were significant differences in attitudes towards the internationalization of higher education between students of education and students of medical sciences (p

While substantial research focuses on genuine long-distance relationships, there is a lack of studies dealing with temporary long-distance relationships due to studies abroad. The present study with Austrian students tried to uncover differences between couples who terminated versus those who sustained their relationship during the exchange period. Participants (N = 119, 73.9% females, Mage = 24 years) were asked about perceived changes in the relationship due to their exchange experience, which they mainly spent abroad in Europe. Couples sustaining their relationship had more in-person contact. Thus, visits are essential for maintaining long-distance relationships during time abroad. In addition, participants still in their relationship after the exchange noticed different effects of changes on their relationship than did couples who separated.

Higher education in Asia is massifying at an exceptional pace and scale. In this paper, I ask how practices and discourses which inform the internationalization of Singapore’s higher education can provide opportunities for developing cosmopolitan learning that it claims to provide. Cosmopolitan learning is closely related to cross-border student mobility and plays an important role in shaping the international students’ identities, aspirations and worldviews. Based on a recent study in Singapore of a group of international students from various parts of Asia and Europe, this paper attempts to bring the theoretical and grounded realities of cosmopolitan learning in an Asian context into the fore. The aim of the paper is to provide a useful frame for rethinking the purpose of international education for cosmopolitan learning in an increasingly interconnected world that is strewn with ambivalence, and what that means in the context of Singapore as an erudite nation-state critical to building Asian education hub aspirations. Refereed/Peer-reviewed

On the basis of a large variety of documents and materials the article analyses the preconditions, main stage and consequences of the Ukrainian migration to the Czech Republic during the period of European integration. The article defines the problems of the migration and the prospects for its development in the 21st century. The author emphasises globalization, world conditions, scientific and technological progress, specialization of markets at regional level, social and public labor potential as the key factors of labor mobility, as well as geopolitical and geocultural factors, that changes people­­­’s world outlook in the context of information society. The study focuses on the main reasons for migration from Ukraine to Czech Republic (relatively stable and positive situation in the Czech economy in comparison to the Ukrainian, position in the labor market, the cultural and linguistic similarities, the long history of mutual migration processes). In addition, the author points out at a number of the modern trends of the migration (the quantitative growth of migrant workers and students in absolute numbers as well as in percentage, the growing number of Ukrainians with the Czech residence permit, the transformation of the social structure of migrants, permanent illegal employment). The changes in the migration policy of the Czech Republic after accession to the EU, its political and social context, positive and negative effects, the contents of the so-called «Ukraine Project» and «Ukraine Mode» are examined. The growing impact of the Ukrainian migrants on the development of the Czech economy and society is underlined. The article identifies of the modern migration as a phenomenon, which is being institutionalized and which transforms from a traditional social movement into a structured social organism (diaspora, network of national public associations, infrastructure of the migration services market, etc.), and thus into the subject and instrument of regulation of the people’s economic activity. Some aspects of the Ukrainian diaspora life in Czech Republic are considered.

This article aims to introduce the Orhun Exchange Programme implemented by the Turkic Universities Union, and seeks to position it within the broader, historical developments, and it states that the recent trend of internationalization of education is beneficial for the renaissance of the Turkic civilization. In Middle Ages, mobility of students and scholars helped to the formation of the Islamic Golden Age, rise of Turkic civilization on the Silk Road, and then the renaissance and enlightenment in Europe. Recently, the shift of economic and scientific gravity from the West to the East presents new potentials for the Turkic world to turn it into a hub in the increasingly interconnecting world. The Orhun Exchange Programme is a bold step to enable universities of Turkic countries to cooperate in their fields of superiority for a joint development.

The following work focuses on developing the preliminary bases for the creation and execution of a student mobility program and its impact on the quality of life of an educational community. Specifically, we are dealing with the Luis Vargas Torres de Esmeraldas University, in Ecuador. Through a documentary and bibliographical analysis, the importance of mobility in modern educational contexts is discussed, not only as a means but as an end to raise the quality of education through this type of policy and all this is developed in the light of the Agenda for Sustainable Development 2030 of the United Nations Organization. The main conclusions obtained revolve around the reflection on the current reality of the difficulties in financing higher education in the country and how this has become a problem that the State together with civil society must face for future generations. El siguiente trabajo se enfoca en desarrollar las bases preliminares para la creación y ejecución de un programa de movilidad estudiantil y su impacto sobre la calidad de vida de una comunidad educativa. Específicamente, tratamos de la Universidad Luis Vargas Torres de Esmeraldas, en Ecuador. Por medio de un análisis documental y bibliográfico se discute la importancia de la movilidad en los contextos educativos modernos, no apenas como un medio sino como un fin para elevar la calidad de la educación mediante este tipo de políticas y todo esto es desarrollado a la luz de la Agenda para el Desarrollo Sostenible 2030 de la Organización de Naciones Unidas. Las principales conclusiones obtenidas giran en torno a la reflexión sobre la realidad actual de las dificultades para el financiamiento de la educación superior en el país y como esto se ha tornado un problema que el Estado junto a la sociedad civil deben encarar para las futuras generaciones. O seguinte trabalho centra-se no desenvolvimento das bases preliminares para a criação e execução de um programa de mobilidade estudantil e o seu impacto na qualidade de vida de uma comunidade educativa. Especificamente, trata-se da Universidade Luis Vargas Torres de Esmeraldas, no Equador. Por meio de uma análise documental e bibliográfica, discute-se a importância da mobilidade nos contextos educacionais modernos, não apenas como meio, mas como fim para elevar a qualidade da educação por meio desse tipo de política e tudo isso é desenvolvido à luz da Agenda para Desenvolvimento Sustentável 2030 da Organização das Nações Unidas. As principais conclusões obtidas giram em torno da reflexão sobre a realidade atual das dificuldades de financiamento do ensino superior no país e como isso se tornou um problema que o Estado juntamente com a sociedade civil deve enfrentar para as gerações futuras.

Tackling the new teaching and learning paradigms in education, especially at university level, CIVIS proposes an innovative approach to the design and implementation of modern educational activities. Digitally enhanced mobility - CIVIS Handbook on Virtual Mobility offers a detailed exploration of the digitally enhanced (virtual) mobility and educational technology tools that can be used in higher education. The handbook thereby aims to offer support and guidelines for those managing educational activities accompanied by virtual mobility components, whether in fully virtual learning environments or in a blended format. The handbook comprises a complex analysis of the current status and impact of virtual mobility in the educational sector, as well as a variety of distance or blended learning best practices from CIVIS member universities. The handbook envisions the transformations produced by some of the most recent developments in ICT (Information and Communication Technologies) in education and the adaptations that emerged during the pandemic context. The CIVIS Handbook on Virtual Mobility promotes various virtual mobility concepts, identifying different types of virtual mobility practices and formats, as part of the building blocks for a more complex construct, the European degree and the design pathways for connecting universities across Europe in this transformative process. The handbook continues the work and endeavours carried out by the CIVIS Work Package 7 “Teaching Excellence” team, for increasing students' mobility and innovating learning opportunities in the alliance, in a wider European educational context, offering them access to modern and innovative learning opportunities and environments, enhancing cultural exchanges, European citizenship, and active engagement in societal challenges. The handbook offers an adequate place for considering and analyzing the entire virtual mobility ecosystem and its dimensions, such as: pedagogical (course design and curriculum development), technical (tools and innovations to support content creation, course delivery, communication and interaction tools), and administrative (learning pathways, ECTS credit points guidelines, recognition principles and tools). We consider this handbook as a valuable resource for academics, experts, policymakers, stakeholders, and students, as an integrative support document for designing, managing, and delivering teaching and learning in a virtual mobility environment. Considering aspects such as modularisation (as CIVIS’ response to the European approach to micro-credentials), stackability of learning, flexible learning pathways, small units of learning that lead to larger educational components (building blocks), recognition of learning based on ECTS credit points, and a curricular framework that paves the ways for European degrees, the CIVIS Handbook on Virtual Mobility provides a practical perspective on designing and implementing innovative learning activities in the context of a European University Alliance, tackling sustainable and transformative approaches for the future of higher education., {"references":["Altbach, P.G.& Knight, J.(2007) TheInternationalization of Higher Education: motivations and realities, Journal of Studies in International Education, 11(3-4), 290- 305. http://dx.doi.org/10.1177/1028315307303542","Attwell, Graham. (2007). 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The mobility of university students in Italy has been framed as a phenomenon linked to so-called intellectual migrations and as a subset of the historical and consolidated internal migration path explained in terms of South–North trajectory. This study describes the most important mobility trajectories of students across macro-areas and disciplinary fields, and then evaluates, using a multilevel logistic regression model, the factors that encouraged student cohort, who were enrolled in a degree program in the academic years 2014–2015, to move elsewhere from the Campania region. Beyond fixed and interaction effects related to the students’ personal characteristics, the model included possible random effects linked to the high schools attended by the students to capture the possible influence of the local context on migration choices.

For the purpose of internationalization of higher education, the European Union has established a scheme to facilitate student mobility under the Erasmus project. Erasmus programs are intended to provide participating students with the opportunity to experience education and cultural exchange in different countries. Erasmus programs are not only for European students; it is also available for non-EU students. However, while European students under the Erasmus scheme can experience free movement within EU borders during their studies, it is unclear to what extent the visa programs of Member States allow the same mobility for non-EU students. Through thematic policy analysis, this research addresses the policies implemented to facilitate non-EU students' mobility during their study within the EMJMD program, a multiple mobility master’s degree programs under the Erasmus+. The analysis covers the policies of the European Union as the benefactor of the program and the national migration agencies of the countries where students reside and study to see how national migration regulations comply with the European policies on student mobility.

Dana Rakovcová, 2022 Anglický název disertační práce: Migration strategies of international PhD students from less developed countries - a longitudinal study ABSTRACT Within the concept of transnationalism and global development, migration decisions of international students play a vital role. This research examines different factors influencing PhD students' migration plans and strategies, their development over time, and the circumstances of their potential or real return within the changing life course context of the highly educated migrants. The research is based on a longitudinal qualitative study conducted over five years (2012-2017) among 21 international PhD students coming from 16 different developing countries, studying at the Wageningen University in the Netherlands; and it draws mainly on in-depth interviews and follow-up correspondence. Results are discussed in the context of the life course, a cultural shift and the migration development nexus. Conclusions suggest that: 1) Strong feelings of responsibility towards both their family and the development of their country of origin are leading factors shaping the migration strategies of the examined PhD students. 2) Migration decisions of the interviewed PhD students with children tend to be strongly driven by responsibility towards their families...

Bielefeld : transcript 2022, 398 S. - (Bildungsforschung; 13), Angesichts des rasanten wirtschaftlichen und wissenschaftlichen Aufstrebens Chinas offenbart sich an deutschen Hochschulen ein deutlicher Mangel an China-Kompetenzen auf allen Ebenen. Wie sind chinesische Kooperationspartner*innen einzuschätzen? Wie sollten Studierende ausgebildet werden, damit sie in Zukunft informiert und (selbst-)bewusst zusammenarbeiten können? Wie kann erreicht werden, dass chinesische Studierende ihre Zeit in Deutschland als akademisch und persönlich bereichernd empfinden? Best-Practice-Beispiele aus elf deutschen Hochschulen geben Anregungen, die sich auch übergreifend auf verschiedene Bildungseinrichtungen und Partnerländer übertragen lassen. (DIPF/Verlag)

International audience; As a result of internationalisation policies, Singapore is now one of the world’s most selective centres of higher education. How did these policies take hold in Singapore? Did they develop according to a Western hegemonic model? Has competition between public and private institutions intensified? Have the student elites been renewed? To answer these questions, the article analyses the impact of internationalisation dynamics on the higher education system in Singapore over the past fifty years. The intensification of the international dimension in Singapore reflects a reconfiguration of the structuring of its education and the production of its elites. On the basis of a field survey combining analysis of interviews with institutional actors, political discourse and documentary sources, the article shows that Singaporean public universities have become elite training programmes ranked among the best in Asia, welcoming primarily the most academically gifted national students, whose flows have been increasing since 2010 to the detriment of international students. On the other hand, the lucrative private system of off-shore institutions in Singapore meets high quality requirements and enables the recruitment of a larger number of mobile students. The result is a dichotomy between a public elite trained in the more academically selective national universities and a private elite embodied in the more economically selective private institutions. The survey shows that Singaporean higher education has achieved regional dominance through decisions based on values inspired by both the technologically developed Western world and the rapidly growing Eastern world.; Sous l’effet des politiques d’internationalisation, Singapour se positionne aujourd’hui comme l’un des pôles mondiaux de l’enseignement supérieur les plus sélectifs. Comment ces politiques se sont-elles imposées à Singapour? Se sont-elles développées selon un modèle hégémonique occidental? La concurrence entre les établissements publics et privés s’est-elle intensifiée? Les élites étudiantes se sont-elles renouvelées? Pour répondre à ces questions, l’article analyse l’impact des dynamiques d’internationalisation sur le système d’enseignement supérieur à Singapour au cours des cinquante dernières années. L’intensification de la dimension internationale à Singapour témoigne d’une reconfiguration de la structuration de ses formations et de la fabrication de ses élites. Sur la base d’une enquête de terrain combinant analyses d’entretiens auprès d’acteurs institutionnels, discours politiques et sources documentaires, l’article montre que les universités publiques singapouriennes offrent aujourd’hui des formations d’élite classées parmi les meilleures d’Asie, accueillant prioritairement les étudiants nationaux les plus dotés scolairement, dont les flux s’accroissent depuis 2010 au détriment de ceux des étudiants internationaux. De son côté, le système privé lucratif des établissements délocalisés à Singapour répond à de fortes exigences de qualité et permet de recruter un plus grand nombre d’étudiants en mobilité. En découle une dichotomie entre une élite publique formée dans les universités nationales plus sélectives scolairement et une élite privée incarnée dans les établissements privés plus sélectifs économiquement. L’enquête démontre que l’enseignement supérieur singapourien a acquis une position dominante régionale grâce à des décisions appuyées sur des valeurs inspirées à la fois du monde occidental technologiquement développé et du monde oriental en croissance rapide.

This master's thesis the essence of the definition of the international educational system of higher education, its standards and evaluation in the context of the priorities of higher education quality is investigated. The influence of socio-economic factors affecting the quality of higher education is analysed and the future trend of migration is predicted. The main purpose of this study is to provide recommendations for improving the social responsibility of the higher education system. У магістерській роботі досліджено сутність визначення міжнародної освітньої системи вищої освіти, її стандартів та оцінювання в контексті пріоритетів якості вищої освіти. Проаналізовано вплив соціально-економічних факторів, що впливають на якість вищої освіти та прогнозовано майбутню тенденцію міграції. Основною метою даного дослідження є надання рекомендацій щодо підвищення соціальної відповідальності системи вищої освіти.

In 2011, Sweden introduced tuition fees for students from countries outside the European Economic Area (EEA) and Switzerland when they enrolled at higher education institutions (HEIs). As a direct consequence, the number of students in Sweden from those countries decreased by 80% that year. Since then, the number of students has increased again and, before COVID-19, was on its way to reaching the same level as before 2011. Nevertheless, the number of tuition fee-paying students only dropped by 3% for the academic year 2020/21, after nine consecutive years of growth. In this article we are assessing changes in inbound student flows and compare the outcome with the ambitions expressed by the Swedish government when the fees were introduced. The introduction of tuition fees in Sweden and the experiences from this offer quite unique possibilities to learn how students, HEIs, other actors, and societies react and adapt. By use of previous studies and new empirics we analyse and reflect on the outcome given the motives behind the reform, especially with regard to the ambition to continue internationalising post-secondary education and, furthermore, on the reform’s possible benefits and costs for post-secondary education in Sweden.

The globalization of higher education, the LMD system through the Bologna Process (1999), has led to profound changes in higher education in Madagascar at the socio-economic, pedagogical and above all cultural levels. All the universities of the big island have had no choice but to implement this reform, which aims to improve university results, the change of teaching and learning methods, and the facilitation of the obtaining of credits, the mobility of students and finally the standardization of the diploma on an international scale. But the contexts of application and the stakes are not the same because of certain parameters that must be taken into account.

Ved å se på 19 prosjektoppgaver skrevet av norske og zambiske studenter basert på deres utenlandspraksis i faget Global Knowledge drøfter vi hvordan kultur og makt kommer til uttrykk. Vi finner forskjeller i valg av tema, teori, metodisk tilnærming og egen posisjonering som utenlandsstudent. I lys av kritisk hvithetsteori, kritisk pedagogikk og interkulturell kompetanse vektlegger vi i dette kapittelet de norske studentenes prosjektoppgaver relatert til praksis i Zambia. Abstract: By analysing 19 project reports written by Norwegian and Zambian students as part of the course Global Knowledge, we discuss how culture and power are articulated. The reports show intercultural variations in terms of choice of the topics, theories, methodological approaches, and their position as foreign students. In light of critical whiteness theory, critical pedagogy, and intercultural competence, do we emphasise on the Norwegian students reports related to practice in Zambia.

There is evidence that perceptions of employability lead to positive results for organizations and individuals alike. The relationship between perceptions of employability and development of skills is, although relevant, an understudied area of research. This study analyses this relationship in a sample of 196 students who participated in the Erasmus program between 2013 and 2017. Using fuzzy set qualitative comparative analysis (fsQCA), we analyse how configurations of five types of skills (Career-orientation skills, Adaptability skills, Managerial skills, Personal skills and Teamwork skills) combine to produce perceptions of employability. Results show that, although Erasmus students perceive a positive development in all groups of skills, students perceive a higher development on Adaptability skills. Results also show that there is no single type of skills that can be developed to promote perceptions of employability but, instead, there are two distinct configurational groupings of skills that lead to perceptions of employability: one configuration has two core conditions— Adaptability skills and Teamwork skills—and the other configuration includes three core conditions—Career-orientation skills, Managerial skills and Personal skills. These configurations match the two main motivations for choosing an international exchange as a strategy to enhance employability: pursuing an international career and pursuing distinction from peers