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1. Spring 2023 Snapshot on International Educational Exchange

Author:
Julie Baer and Mirka Martel
Publication Date:
06-2023
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Spring 2023 Snapshot on International Educational Exchange continues the commitment of the Institute of International Education (IIE) to map the current state of international educational exchange to and from the United States. The report presents data from 527 U.S. higher education institutions in two sections: (1) current trends in international students studying at U.S. institutions in spring 2023 and recruitment patterns for prospective students and (2) the realities of U.S. study abroad in summer 2023 and academic year 2023/24. Each section is supplemented by special analyses on underrepresented populations participating in international educational exchange. On inbound mobility, we present data on non-degree international students and refugees and displaced students. The study abroad section includes insights on data collection of underrepresented populations in study abroad, including students with high financial need, first generation students, and other populations.
Topic:
Education, Higher Education, Students, and International Exchange
Political Geography:
North America and United States of America

2. Internationalising Indian Education: Work Visas for Foreign Students

Author:
Sifra Lentin
Publication Date:
11-2023
Content Type:
Research Paper
Institution:
Gateway House: Indian Council on Global Relations
Abstract:
This paper recommends amending India’s student visa policy to allow foreign students to work in India on paid internships while studying at Indian colleges and universities, and in jobs for pre-determined periods after they graduate. This modification to India’s ‘S’ Visa provisions would be an important step towards internationalising Indian higher education institutes (IHEIs) – a pivotal objective of India’s New Education Policy (NEP 2020), which advocates attracting more foreign students to study in Indian colleges but does not address changes in student visa rules, even though they would align India’s student visa practices with global norms. The paper supports its argument with five key findings: First, authorising foreign students to work in India surely would attract many more than the estimated 50,000 foreign students currently studying in Indian colleges either at their own cost or on scholarships. Second, India’s accredited new private and regional or state universities and colleges would benefit greatly from an increase in overseas students. New Indian universities have been seeking to build culturally and globally diverse student bodies, enrich classrooms, expand student networks and bring in foreign-exchange revenues. Allowing foreign students to work during or immediately after their time on campus will support their pursuit of all these goals, in particular by attracting students from beyond India’s neighbourhood. The success of overseas Indian doctors and engineers in these countries will encourage students from developed countries to enrol in Indian institutions, and students from established source countries in Africa and South Asia will see the opportunity to get field experience in India as a key value addition to Indian degrees. Third, work visas for foreign students would be important for Indian companies that are internationalising. Through on-campus recruitment and hiring of foreign talent on Indian campuses and hiring alumni of Indian colleges and universities who return to their home countries, Indian companies should be able to develop a natural talent cohort that is culturally acclimatised to India. Fourth, alumni of Indian institutions of higher learning who return to their countries of origin can serve as a valuable “cultural bridge” between India and other countries. Finally, for India’s foreign policy, student work visas would reinforce an important plank of bilateral relations: reciprocity. An estimated 65% of Indian students who study abroad – 7,50,000 Indian students in 2022 – avail themselves of overseas work experience. Offering one-to-three-year work visas to foreign students who graduate from Indian universities can only strengthen India’s international relationships. A student work visa policy can be implemented in a two-year phased and regulated manner. Such an implementation period will help all stakeholders – universities and colleges, companies, and ministries of education, external affairs, home, finance, and commerce – to develop and hone systems, processes, policy, regulations and coordination structures.
Topic:
Education, Students, Visa, and Internationalization
Political Geography:
South Asia and India

3. Kadın Maden Mühendisliği Bölümü Öğrencilerinin Gözünden Maden Mühendisliği Mesleğinin Toplumsal Cinsiyet Algısına Dayalı Olarak Değerlendirilmesi

Author:
Tuğba Deniz Tombal
Publication Date:
12-2023
Content Type:
Journal Article
Journal:
Bilgi
Institution:
Sakarya University (SAU)
Abstract:
Bu çalışmada, Dünya’da ve Türkiye’de halen erkek egemen bir alan olarak kabul edilen maden mühendisliği mesleğine kadın maden mühendisliği öğrencilerinin perspektifinden bakarak mesleğin toplumsal cinsiyet eşitliği yönünden irdelenmesi hedeflenmiştir. Bu çalışma, Türkiye’de maden mühendisliği eğitimi alan kadın öğrencilerin, eğitim hayatlarında cinsiyetçi rollere dayalı olarak karşılaştıkları sorunları tespit etmeyi ve çözüm önerileri sunmayı amaçlamaktadır. Bu bağlamda, 76 katılımcının görüşlerine dayalı olarak bir saha çalışması gerçekleştirilmiştir. Çalışmada katılımcılara iki kısımdan oluşan bir dijital anket dağıtılmıştır. Anketin ilk kısmında demografik bilgiler, ikinci kısmında ise katılımcıların mesleklerini toplumsal cinsiyete dayalı olarak değerlendirmelerine ilişkin sorular sorulmuştur. Çalışmadan elde edilen veriler değerlendirilerek ve yorumlanarak çözüm önerileri sunulmuştur.
Topic:
Inequality, Mining, Students, Engineering, Gender, and Perception
Political Geography:
Turkey and Middle East

4. Budget Brief: Pradhan Mantri Poshan Shakti Nirman

Author:
Avani Kapur, Sharad Pandey, and Madhur Sharma
Publication Date:
02-2023
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
The National Programme of PM POSHAN, previously known as the National Scheme for Mid-Day Meals in schools (MDM), is a scheme to provide one hot cooked meal in government and government-aided schools, with an aim to improve the nutritional status of students. This brief reports on trends for PM POSHAN performance along the following parameters: ■ Past trends in allocations, releases, and utilisation; ■ Coverage and provision of meals to students; and ■ Management Information System (MIS) and Automated Monitoring System (AMS).
Topic:
Education, Budget, and Students
Political Geography:
South Asia and India

5. Inclusive Education: Overcoming Barriers for Students with Disability in ASEAN

Author:
Rubeena Singh
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
This policy brief highlights current practices in inclusive education in elementary and secondary schools at the regional level. Please refer to the complementary research paper for detailed information at the country level. Based on analysis of current practices, many countries are making a great effort to include students with disabilities; however, there are gaps in practice and variable understanding of the word ‘inclusion’. This brief provides a framework for action – specifically for schools, ministries, and the Association of Southeast Asian Nations (ASEAN) Member States – to implement the ASEAN Comprehensive Recovery Framework. This can help with an inclusive post-coronavirus disease (COVID-19) recovery, as well as address the United Nations Sustainable Development Goals.
Topic:
Education, Disability, Students, and Inclusion
Political Geography:
Asia and ASEAN

6. Affirmative action with no major switching: Evidence from a top university in Brazil

Author:
Rodrigo C. Oliveira, Alei Santos, and Edson Severnini
Publication Date:
03-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Affirmative action in higher education may lead to mismatch, a situation where students benefiting from preferential admission struggle with their college-level work because of poor precollege academic preparation. In the United States, those students can switch majors if they underperform in the originally intended major. Only in the extreme may they drop out. What happens when major switching is not allowed? In this paper, we examine the margins of adjustment for beneficiaries of affirmative action in a top university in Brazil, where prospective students must choose a major prior to the entrance test, and cannot switch it while in college. Surprisingly, we do not find a larger effect on dropout rates relative to the United States, and also provide evidence of strong catching up for students who remain in school. Because they fail more courses early on, to successfully graduate students benefiting from preferential admission end up reducing the number of credit hours taken in the first and second college years, but compensate by taking more credit hours in the final years.
Topic:
Higher Education, Students, and Affirmative Action
Political Geography:
Brazil and South America

7. Role of Demographic Factors in Children’s Language Acquisition at Middle Level: A South Asian Countries’ Survey Study

Author:
Sana Nazir Ahmed, Mehwish Liaqat, Rabia Aslam, and Muhammad Suhaib Karamat
Publication Date:
07-2022
Content Type:
Journal Article
Journal:
South Asian Studies
Institution:
Department of Political Science, University of the Punjab
Abstract:
Language is one of the most complex abilities, especially teaching in a formal learning environment and demography may help to comprehend social and economic issues and find viable answers. It engages in market research, labor market analysis, insurance forecasting, economic development, and social planning. People in South Asian countries work for private and public institutions at local, regional, national, and international levels. This research deals with the language learning of child acquisition and its influence on demographic elements, and the most crucial element in this discussion is the various implications on South Asia countries and the results of a research study conducted among private and government students (N=500) who are studying in different Muslim and nonMuslims schools of Lahore, Pakistan. This study investigates the effect of demographic factors on children's language acquisition at the middle level all over Asian countries. The researchers developed a questionnaire that contained 40 items, 37 are close-ended and 3 are open-ended. Quantitative and descriptive statistics with SPSS software are employed to investigate the effect of all demographic factors on the language learning process of children. The results indicate the pertinent findings against each major construct/theme such as age, gender, parents' (income, status, education, background, and occupation), social and economic context, rural and urban society, and cultural influence. It also shows that each factor has a deep influence on language acquisition among middle-level students, and Asian countries are affected a lot. This study investigates the short- and long-term effects of demographic variables on the language acquisition of South Asian children.
Topic:
Demographics, Education, Children, Language, and Students
Political Geography:
Pakistan and South Asia

8. Scholarly Ties, Cooperative Research, Academic Dialogue, and International Student Exchanges in US‒Taiwan Relations

Author:
Randall L. Nadeau
Publication Date:
07-2022
Content Type:
Special Report
Institution:
East-West Center
Abstract:
Dr. Randall L. Nadeau, PhD, Executive Director of the Foundation for Scholarly Exchange (Fulbright Taiwan), explains the importance of "strengthen[ing] educational and cultural exchanges between the United States and Taiwan, especially in light of worsening relations between the United States and the People’s Republic of China."
Topic:
Bilateral Relations, Higher Education, Students, and Dialogue
Political Geography:
Taiwan, Asia, North America, and United States of America

9. COVID-19 in the MENA: Two Years On

Author:
Marc Lynch, Vahid Abedini, Yasmina Abouzzohour, Meliha Benli Altunisik, and Mona Ali
Publication Date:
06-2022
Content Type:
Research Paper
Institution:
Project on Middle East Political Science (POMEPS)
Abstract:
Early in the pandemic, POMEPS convened an online workshop with a diverse group of scholars working across the MENA region to discuss the initial impacts and to think through possible trajectories. That workshop resulted in POMEPS Studies 39, which included twenty-one essays ranging across the MENA region. Several major themes ran across those essays. We collectively expected regimes to securitize the pandemic, using the excuse of lockdowns to crack down on a protest wave that had reached multiple countries in 2019 and to further entrench authoritarian rule. We expected variation in state capacity to be a critical variable in terms of the ability of states to effectively respond to the pandemic. And several essays anticipated soft power international competition, as great powers used vaccine diplomacy to sway public attitudes their way. Two years on, how did those predictions hold up? In April 2022, POMEPS convened a follow-up workshop with some of the same scholars and a number of new contributors to assess how well those early projections panned out, and to assess the actual impacts of COVID on the region after two years. We are delighted to now publish the results of that workshop and ongoing conversations among a diverse group of scholars of the region.
Topic:
Civil Society, Health, Politics, Sectarianism, Authoritarianism, Economy, Solidarity, Soft Power, Violence, Public Health, Students, COVID-19, Securitization, Gender, and Regional Politics
Political Geography:
Iran, Middle East, Israel, Palestine, North Africa, Lebanon, Egypt, Morocco, Tunisia, and United Arab Emirates

10. How Transnational Education Transforms Privilege

Author:
Yingyi Ma and Yao Lu
Publication Date:
03-2022
Content Type:
Video
Institution:
Weatherhead East Asian Institute, Columbia University
Abstract:
This study examines two cohorts of Chinese international students studying in the U.S. whose privilege is challenged and sometimes upended before and during the COVID-19 pandemic. This research questions the dominant framing of privilege centering on the notion of ease, as informed by the western scholarship on elite education. Drawing from the power structure of international education and rising geopolitical tensions between the U.S. and China, this study concludes that transnational education infuses much anxiety and fragility into the lived experiences of international students, who have experienced the status loss from the privileged majority to the marginalized minority. COVID had exacerbated this loss. This study contributes to the scholarship on elites by interrogating the western-centric notion of privilege. This event is part of the 2021-2022 lecture series on “COVID-19 Impacts and Responses in China and Beyond” and is sponsored by the Weatherhead East Asian Institute and cosponsored by Columbia's China Center for Social Policy.
Topic:
Education, Geopolitics, Students, and COVID-19
Political Geography:
China and United States of America

11. Chavismo, Student Movements, and the Future of the Left

Author:
Fabrice Andreani and Damian Alifa
Publication Date:
03-2022
Content Type:
Commentary and Analysis
Institution:
The North American Congress on Latin America (NACLA)
Abstract:
Partisan polarization wiped out autonomous stances within Venezuela’s universities for more than 15years. Rebuilding a pluralist Left from the grassroots is key to reclaiming combative struggles.
Topic:
Social Movement, Leftist Politics, Students, Polarization, and Grassroots Organizing
Political Geography:
South America and Venezuela

12. Prospects for International Students amid Rebounding Global Mobility

Author:
Vivek Mansukhani and Mirka Martel
Publication Date:
08-2022
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID‐19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. This joint paper by the Institute of International Education (IIE) and IC3 analyzes significant international student mobility trends before the COVID‐19 pandemic, the role of the United States and other host countries in offering international students academic opportunities, and the increased competitiveness among countries to attract international students. The paper will provide an overview of the global mobility flows to and from major world regions in the 2019/2020 academic year. The paper will then consider the effects of COVID‐19 on global student mobility and how the pandemic has comparatively affected international students and the countries that serve as their hosts.
Topic:
Education, Mobility, Students, and COVID-19
Political Geography:
Global Focus and United States of America

13. Push, Pull and Falling out: Determinant Factors of Drop-out in Technical Training Institutes in Bhutan

Author:
Sonam Wangmo and Sangay Tshewang
Publication Date:
11-2021
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
This study determined the determinant pull, push and falling out factors that influenced students to drop out of Technical Training Institutes (TTIs). Institute was the agent for the push factor, while students themselves were agents for the pull factor. For the falling out factor, neither institute nor student was an agent, but the situations which are not in control of both. The study also further explored the dominant and the least prevalent factors that led the student to drop out from TTIs. The closed-ended dichotomous survey questionnaire was used for collecting data from drop-outs. Collected data were analyzed using the SPSS software package. The findings supported that pullout factors related to family played a prominent role in the complex sequence of events that factored into students’ decision to drop out. In contrast, falling out that encapsulated more of peer-related factors remained the most negligible prevalent factor. The result also pointed out that the accumulation of more than three individual factors caused students to drop out of TTIs. Furthermore, it was also evident from the outcome that poverty, lack of education and low social status of parents increased odds for a student to drop out.
Topic:
Education, Vocational Training, Students, and Dropout Prevention
Political Geography:
South Asia and Bhutan

14. South Asian Universities: Effect of Personality Traits on Procrastination of Students at University Level

Author:
Ghazala Noureen, Anam Noshaba, Mahnoor Naveed, and Nadia Saleem
Publication Date:
01-2021
Content Type:
Journal Article
Journal:
South Asian Studies
Institution:
Department of Political Science, University of the Punjab
Abstract:
This study examined the effect of personality traits on procrastination of university students. All the students enrolled in public and private universities of the Punjab were population of the study. Sample was comprised of 500 students which were selected through convenient sampling technique. Due to Covid-19 convenient sampling technique was used. Two instruments were used to measure personality traits and procrastination. Big Five Inventory was used to measure personality traits and 20-item Procrastination Scale was used to measure procrastination. Structural Equation Modeling (SEM) was used to analyze the data. It was found that sample data fit the hypothetical model well. Randomly selected large sample is recommended to further probe the cause-effect relationship of variables understudy.
Topic:
Education, Labor Issues, Psychology, Higher Education, Students, and Personality
Political Geography:
South Asia and Asia

15. Palestine Comes to Paris: The Global Sixties and the Making of a Universal Cause

Author:
Yoav Di-Capua
Publication Date:
01-2021
Content Type:
Journal Article
Journal:
Journal of Palestine Studies
Institution:
Institute for Palestine Studies
Abstract:
In the early 1960s, Israeli diplomats based in Paris noted that student life there had become political in new ways that threatened to undermine Israel’s image and standing in the public mind. In an effort to understand the growing international student body and its nine thousand wellintegrated Arab students, the embassy asked Israeli students to spy on their colleagues and submit detailed reports about their political associations, thoughts, opinions, connections, whereabouts, and much else. Using the reports and other auxiliary material that the Israeli diplomats collected, this article examines the formation process of a unique, student-led intellectual and political ecosystem. Specifically, it shows how, in tandem with the rise of the New Arab Left and other transnational student collaborations, the Palestinian question grew from a marginal and marginalized issue to a major cause that was deeply entwined with other contemporaneous causes of universal resonance, such as those of South Africa, Rhodesia, and Algeria.
Topic:
Diplomacy, Intellectual History, and Students
Political Geography:
Israel, France, and Palestine

16. Transnational Histories of Palestinian Youth Organizing in the United States

Author:
Loubna Qutami
Publication Date:
06-2021
Content Type:
Journal Article
Journal:
Journal of Palestine Studies
Institution:
Institute for Palestine Studies
Abstract:
This article explores the transnational histories that have conditioned Palestinian youth organizing in the United States from the 1950s to the present day. It examines the organizational vehicles of earlier generations of activists such as the Organization of Arab Students (OAS) and the General Union of Palestinian Students (GUPS) to trace the formation of the U.S. chapter of the transnational Palestinian Youth Movement (PYM). It argues that in the Oslo and post-Oslo eras, which severed the Palestinian diaspora from the national body politic and the rich Palestinian organizational histories of the pre-1993 period, the lessons of their forerunners are instructive for PYM’s new generation of organizers. The article posits that transnational connections have profound implications for localized U.S. political organizing and that contemporary Palestinian youth organizing is part of a historical continuum. Drawing on oral history and scholar-activist ethnographic methods, the article situates contemporary youth organizing in its transnational and historical contexts.
Topic:
Transnational Actors, Students, Oslo Accords, and Israeli–Palestinian Conflict
Political Geography:
United States and Palestine

17. International Student Mobility Flows and COVID-19 Realities

Author:
Leah Mason
Publication Date:
08-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID‐19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. This joint paper by the Institute of International Education (IIE) and IC3 analyzes significant international student mobility trends before the COVID‐19 pandemic, the role of the United States and other host countries in offering international students academic opportunities, and the increased competitiveness among countries to attract international students. The paper will provide an overview of the global mobility flows to and from major world regions in the 2019/2020 academic year. The paper will then consider the effects of COVID‐19 on global student mobility and how the pandemic has comparatively affected international students and the countries that serve as their hosts.
Topic:
Mobility, Higher Education, Students, and COVID-19
Political Geography:
Global Focus and United States of America

18. National interests and the impact of student mobility: the case of Canada and Brazil

Author:
W. E. (Ted) Hewitt
Publication Date:
12-2020
Content Type:
Journal Article
Journal:
Revista Brasileira de Política Internacional (RBPI)
Institution:
Instituto Brasileiro de Relações Internacionais (IBRI)
Abstract:
While there is a growing literature on the trend towards international student mobility, few if any studies have focused on the relative impact of student exchange for promoting national interests and relationship building between specific countries. This study seeks to address this gap through an in-depth analysis of Brazil’s Science Without Borders programme and its implications for the country’s relationship with Canada. The study reveals that student mobility between the two countries effected by this programme provide significant advantage to both countries, not least of which will likely have positive implications for Canadian-Brazilian interaction.
Topic:
Science and Technology, Mobility, Higher Education, and Students
Political Geography:
Canada, Brazil, South America, and North America

19. Making the Case: Solving the Student Debt Crisis

Author:
Tim Shaw and Kiese Hansen
Publication Date:
03-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
For people across the United States, student loan debt is a growing portion of the household balance sheet. More than 40 million Americans have outstanding student loan balances. In 2019, the total amount of student debt owed surpassed $1.5 trillion, now the largest source of non-mortgage debt.
Topic:
Debt, Education, Students, and Student Loans
Political Geography:
North America and United States of America

20. Attitude of Students of Gedu College of Business Studies Towards Reading Dzongkha

Author:
Chencho Wangchuk
Publication Date:
11-2020
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
This study examined the attitude of Gedu College of Business Studies towards reading Dzongkha, their reading choice between Dzongkha and English, and attitudinal difference between the two groups. Descriptive analysis of the survey responses found respondents’ attitude positive towards reading Dzongkha. No statistically significant attitudinal difference was observed between the two groups, however. In contrast to their positive attitude towards reading Dzongkha, majority of the respondents’ preferred choice of reading was English owing to reasons such as access to and availability of reading materials, employability, and its widespread usage as a lingua franca. The mismatch observed between attitude and reality implies a need to increase both accessibility and availability of Dzongkha reading resources in school libraries. One way to fulfil them could be reintroduction of teaching subjects such as environmental studies and Bhutan history in Dzongkha. Enforcing a requirement to produce Dzongkha proficiency test results, like the ones in English, for any scholarship and employment purposes could possibly increase usage and assist in promoting Dzongkha as the national language. Otherwise, excessive usage of and reliance on English may result in loss of Bhutan’s ethno-linguistic and socio-cultural attributes which are symbolisms of her sovereignty.
Topic:
Education, Sovereignty, Culture, Language, and Students
Political Geography:
Bhutan

21. The North Korea Nuclear Deal: Our Students Did It

Author:
Micheline Calmy-Rey and Marc Finaud
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Pacific Forum
Abstract:
There is no end in sight to the North Korean nuclear problem. And yet a group of international students in Geneva, Switzerland, have sketched out the contours of a possible deal. Their work, which describes mutual concessions and when/how they should be implemented, offers each of the concerned parties some helpful ideas on how to achieve a much-needed agreement.
Topic:
Treaties and Agreements, Nonproliferation, Denuclearization, and Students
Political Geography:
North Korea

22. Students’ opinions about the subject of Security Education in upper secondary schools

Author:
Barbara Drapikowska
Publication Date:
12-2018
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The article is empirical and constitutes a qualitative analysis of students’ attitudes towards the implementation of the subject of Security Education in upper secondary schools to which they attended. The research attention was focused on the form of conducting classes, issues raised on the subject, assessment of their usefulness and proposals for improvements presented by students. The self-assessment of self-attitude towards the subject and level involved in the acquisition of the core curriculum was also presented.
Topic:
Security, Education, Students, Qualitative Research, and Teaching
Political Geography:
Global Focus

23. Military education for students within the framework of the Academic Legion: A pilot project

Author:
Przemysław Wywiał
Publication Date:
12-2018
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The paper presents assumptions about the new model of military training for students within the framework of the Academic Legion. It also discusses the traditions of military training of students and graduates in the Second Polish Republic and following the transformations of 1989, with special focus on the tradition of the Academic Legion. Furthermore, it examines assumptions about the pilot project of military training of students that was implemented in the academic year 2017/2018 and highlights the training curriculum for the theory course and for the practical military drills during holidays.
Topic:
Education, Armed Forces, Training, Students, and Military
Political Geography:
Europe and Poland

24. Time-Use and Academic Peer Effects in College

Author:
Nirav Mehta, Ralph Stinebrickner, and Todd Stinebrickner
Publication Date:
06-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
This paper examines academic peer effects in college. Unique new data from the Berea Panel Study allow us to focus on a mechanism wherein a student’s peers affect her achievement by changing her study effort. Although the potential relevance of this mechanism has been recognized, data limitations have made it difficult to provide direct evidence about its importance. We find that a student’s freshman grade point average is affected by the amount her peers studied in high school, suggesting the importance of this mechanism. Using time diary information, we confirm that college study time is actually being affected.
Topic:
Economics, Human Capital, Higher Education, Students, and Productivity
Political Geography:
Global Focus

25. Views of Non-Formal Education in Egypt

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Egyptians are deeply concerned about the state of education in their country. The vast majority are dissatisfied with the current education system as well as government efforts to improve it. Perhaps as a result, most are worried that there is no possibility to provide their children with a good education. This combination means that youth non-formal education (NFE) programs hold a unique opportunity to yield significant gains in the academic achievement of students in Egypt in the near-term. However, if such programs are to address both the perceived weaknesses of the Egyptian education system and the concerns of the population, issues like cost, which limit participation, must be seriously considered. Across all demographics, cost is overwhelmingly cited as the biggest barrier to participation. The prevalence of programs organized by private institutions only exacerbates this challenge. In addition, programs must account for demographic differences. At present, the majority of youth who participate in NFE programs come from families with higher incomes, higher education levels and who live in urban areas. Expanding opportunities for accessing youth NFE programs requires special focus on targeting Egyptians who reside in rural areas, who have incomes below the median, and whose tend to have lower levels of education. Non-formal education programs provide unique potential for bridging the gap between the existing education system and what increasing educational opportunities for the country’s youth. However, careful consideration must be given to the types of programs most likely to be successful in the Egyptian context. Although youth NFE programs tend to be viewed positively across the country, a substantial portion of Egyptians are either unaware of such programs or do not look upon them favorably. Moreover, programs should target job-related skills as Egyptians consider these the most useful. NFE programs should be promoted to potential participants with this consideration in mind.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Egypt

26. Views of Non-Formal Education in Morocco

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Roughly half of Moroccans are dissatisfied with their country’s formal educational system, but, relatively speaking, Moroccans are more satisfied with the state of the formal education system than they are with other government-provided services such as health care. Nevertheless, findings from the Arab Barometer public opinion survey reveal there is significant concern about the effectiveness of the government’s efforts to address educational needs. Moreover, they also show that most Moroccans worry about the ability to provide children with a quality education. Given these sentiments, supplementary programs outside the formal system could play a role in improving educational outcomes in Morocco. At present, very few Moroccans participate in youth non-formal education (NFE) programs. However, among those who live in a household that includes a participant in such a program, levels of satisfaction are very high. Meanwhile, among households without a participant, a sizable minority hold a negative perception of these programs. Thus, it appears that participation and the perception of such programs are linked. Likely, if more Moroccan youth took part in such programs, views of NFE programs would improve in the Kingdom. Overall, the most salient barrier to participation is cost, meaning any efforts to increase participation must address the affordability of non-formal education programs. The types of NFE programs that are most preferred by Moroccans are those that provide youth with practical and tangible skills related to career development. However, citizens also appear open to programs that promote skills in critical thinking. For example, survey results show that Moroccans across all demographic backgrounds prefer an educational system that stresses critical thinking over one emphasizing rote memorization. While there remain a number of important barriers to consider in designing non-formal education programs focused on teaching these skills, such programs have potential to successfully address many of the needs of Moroccan youth.
Topic:
Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Morocco

27. Views of Non-Formal Education in Algeria

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Algerians are satisfied with the state of education in their country and a majority of the population is dissatisfied with the formal education system. However, a plurality approves of government efforts to improve the education system even though an overwhelming majority of Algerians are worried about the ability to provide children with a good education. Given these sentiments, supplementary education programs outside the formal curriculum could be used to help alleviate these concerns. Even though few Algerians participate in youth non-formal education programs, the country enjoys higher rates of participation than do many other countries in the Middle East and North Africa. Among those who have participated, rates of satisfaction with such programs are high overall. Nevertheless, the reputation of NFE leaves much to be desired, with over half of non-participants holding a negative view of such programs. To increase their viability, NFE programs need to improve their popular image in Algeria. Meanwhile, the primary barrier to participation is cost, indicating that efforts to increase enrollment in NFE must also address affordability. Algerians are most interested in NFE programs that emphasize job-related skills that in turn promote career development. Moreover, the results of the survey make clear that critical and analytical thinking in the education system are also highly valued by ordinary Algerians. This finding holds across a variety of demographic differences, indicating widespread support throughout the country. If barriers are limited and programs emphasizing skills of interest to Algerians are promoted, then youth non-formal education programs are more likely to be successful in addressing the needs of Algerian citizens.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Algeria, and North Africa

28. Jordanian Views of Education Outside the Formal System

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Jordanians are generally pleased with the formal educational system and the government’s efforts to improve it. Moreover, those from different backgrounds including men and women, wealthier and poorer, and those living in urban and rural areas, all hold positive views of the education system. Nevertheless, despite recent progress, many are still concerned about a lack of opportunity to provide children in the Kingdom with a high quality education. This gap highlights a new opportunity in Jordan: as the formal system continues to develop to meet the changing needs of Jordan’s youth, non-traditional programs could be used to address specific needs in the short-term. The opportunity is especially significant for programs that seek to improve skills in critical thinking and emotional intelligence, which most Jordanians believe are key skills for their country’s children to develop. Given the significant barriers to participation facing Jordanians, there are several important factors that any education program outside the formal system should seek to alleviate. The primary issue is cost. This is especially true for poorer Jordanians who are more likely to cite affordability is a major obstacle to participation. Other key barriers include transportation and lack of physical access. Additionally, Jordanians have a clear preference for receiving formal recognition for their participation in such a program, so an educational program outside the formal system should provide a form of recognition or certificate of completion. Given that many Jordanians rate the government’s performance on creating employment opportunities poorly, building capacity for new educational opportunities could yield benefits for the country’s youth. Notably, the added marketability of degrees or certificates from such programs would likely hold strong appeal to those Jordanians who are worried about finding employment.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Jordan

29. Views of Youth Non-Formal Education in the West Bank and Gaza

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Over half of Palestinians are dissatisfied with the educational system in the West Bank and Gaza. In addition, a survey conducted by the Arab Barometer reveals they are worried about the ability to provide their children with a good education. This worry, coupled with 1 the concerns Palestinians have about the current formal education system, provides a unique potential opening for youth non-formal education programs to fill some of the gap. However, in order to meet the needs of Palestinians, non-formal education programs must first address the issue of accessibility. Certain barriers, both physical and nonphysical prevent access to these programs. Currently, participation rates in non-formal education programs are relatively low and with the majority of these education programs organized by private institutions, it is not surprising that cost is one of the most pronounced barriers Palestinians face. In terms of content, the types of programs most valued differs between residents of Gaza and the West Bank. In the West Bank a focus on critical thinking and analytical skills would be welcomed by the population, as respondents express a preference for curricula that develop these skills. To some extent West Bankers would also welcome a program that promotes social skills and emotional intelligence. In contrast, Gazans prefer more traditional educational styles, with Palestinians in Gaza favoring a system that places greater emphasis on memorization compared with the West Bank. However, across all regions, Palestinians are open to attending non-formal education programs, especially those that develop skills for the labor market or allow them to obtain a certificate or qualification. Promotion of NFE programs should target potential students on by highlighting the potential benefits of their curriculum on their future job prospects.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Palestine, Gaza, North Africa, and West Bank

30. Views of Non-Formal Education among Syrian Refugees in Lebanon

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
The fourth wave of Arab Barometer surveys in Lebanon conducted interviews with 300 Syrian refugees living amongst the general population. Despite a relatively small number 1 of interviews, these data provide a meaningful look into what barriers this community faces and how much use they are able to make of non-formal education programs. Though refugees have similar reasons for attending informal education programs as do the Lebanese as a whole, the questions asked in the survey also show that Syrian refugees are more traditional in both their cultural and educational preferences. As a result, although 2 similar types of programs could be targeted to benefit both communities, it is important to tailor programs specifically to address the needs of the refugee population.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, Lebanon, and Syria

31. Views of Youth Non-Formal Education in Lebanon

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
In general, Lebanese are pleased with the formal education system, especially in comparison to other government services. However, despite relative satisfaction with education in the country, many are nonetheless concerned about the ability to provide their children with a good education. If non-formal education programs are to help assuage these fears and meet the needs of Lebanese citizens, the Arab Barometer survey reveals it is important that they include an emphasis on critical thinking and analytical skills as a part of their basic curricula, as the public strongly desires programs that teach such skills as opposed to rote memorization. 1 In addition, to ensure participation across all demographics in these programs certain barriers need to be addressed. Considering that private institutions organize most of the current education programs that fall outside the formal curriculum, it is not surprising that cost is one of the biggest barriers ordinary Lebanese face in participating. Additionally, Lebanese cite access to transportation as a significant challenge, suggesting that increasing the number of such programs and their distribution across the country could substantially increase the rate of participation. Additionally, enrollment is likely to increase if youth non-formal education programs focus on developing skills for the labor market or helping students obtain a certificate or qualification, as these are the primary motivations Lebanese cite for attending such programs. Meanwhile, other interests related to self-growth, though still present, tend to be less pronounced.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Lebanon

32. Views of Youth Non-Formal Education in Tunisia

Publication Date:
08-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Tunisians harbor significant concern about the formal educational system in the country, but they are relatively satisfied with the government’s ongoing efforts to address educational needs based on results from the Arab Barometer survey. Since the vast 1 majority of Tunisians express concern that they are unable to provide their children with a good education, supplementary education programs outside the formal system offer a unique opportunity to more quickly address critical shortcomings in the existing system and provide students with the necessary skills to succeed in today’s economy. If such programs were more widely available, it is likely that many Tunisians would participate. Broadly speaking, although few Tunisians live in a family with a member who has directly participated in a non-formal education (NFE) program, the reputation of such programs is positive. Perhaps it is related to the perception that such programs can prepare Tunisians for employment, as this is the key consideration that Tunisians believe would lead youth to participate in such programs. Yet, Tunisians also make clear that receiving a tangible skill is not the only reason to participate in youth NFE programs program. In fact, there is a strong preference for educational modules that emphasize a number of skills that are often lacking in Tunisian classroom, including programs that seek to improve critical thinking and emotional intelligence. Tunisians across nearly all demographic backgrounds prefer programs that stress critical thinking over rote memorization and those that teach emotional intelligence and understanding the perspectives of others. Yet, there remain a number of important barriers to consider in designing non-formal programs focused on these skills. Most importantly, the cost of such programs represents a significant obstacle for many Tunisians. Ensuring that such programs are affordable is a key step, especially to encourage participation among Tunisians from a poorer background.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Tunisia

33. Tunisia’s Economic Transition? Popular Evaluations of Social Crisis and Reform

Publication Date:
11-2016
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Economic growth and adequate social provision can make or break a potential democratic transition. In the five years following the 2011 uprising that overthrew former President Zine el-Abedine Ben Ali, Tunisia has successfully installed the architecture of political democracy: presidential and parliamentary elections in 2014 have been widely hailed as fair and transparent, and a consensus constitution was promulgated in January 2014. Yet the substantive benefit of democracy – the translation of citizens’ needs and priorities into concrete policy solutions – has in many ways remained elusive. Previous survey research has established that a plurality of revolutionary protesters in 2011 were motivated by economic failures and corruption (Beissinger, Jamal, and Mazur 2015); an exit survey of Tunisians during the 2014 parliamentary elections likewise showed that a large majority of voters prioritized economic growth, employment, and the cost of living over other concerns, including security and civic freedoms (Berman and Nugent 2015). National household survey data from the Arab Barometer (2016) confirms that Tunisians identify “the economic situation” as the most important challenge facing their country.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Tunisia

34. Student leadership and advocacy for social cohesion

Author:
McGlory Speckman
Publication Date:
01-2016
Content Type:
Journal Article
Journal:
African Journal on Conflict Resolution
Institution:
The African Centre for the Constructive Resolution of Disputes (ACCORD)
Abstract:
This article utilises the insights of sociology and social psychology in defining social cohesion, outlining the ideal state and making a case for the role of student leadership in social cohesion. It draws from personal experience as former Dean of Students while it relies mostly, not entirely, on secondary sources in the disciplines of sociology and social psychology. The conclusion is that given the numbers behind them and the position of influence derived from student structures, student leadership is ideal for advocacy and activism.
Topic:
Leadership, Advocacy, Social Cohesion, Students, and Liminality
Political Geography:
Africa and South Africa

35. When the Hong Kong Dream Meets the Anti-Mainlandisation Discourse: Mainland Chinese Students in Hong Kon

Author:
Cora Lingling Xu
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
This article looks at identity constructions of mainland Chinese undergraduate students in a Hong Kong university. These students shared a “Hong Kong Dream” characterised by a desire for change in individual outlooks, a yearning for international exposure, and rich imaginations about Hong Kong and beyond. However, when their Hong Kong Dream met Hong Kong’s “anti-mainlandisa- tion discourse,” as was partially, yet acutely, reflected in the recent Occupy Central movement, most students constructed the simultan- eous identities of a “free” self that was spatially mobile and ideologi- cally unconfined and an “elite” self that was among the winners of global competition. This article argues that the identity constructions of these mainland Chinese students shed light on global student mo- bilisation and provide a unique, insider’s perspective into the integra- tion process between Hong Kong and the rest of the People’s Re- public of China.
Topic:
Education, Globalization, Domestic Politics, and Students
Political Geography:
China, Asia, and Hong Kong

36. The Temporal Experience of Chinese Students Abroad and the Present Human Condition

Author:
Anders Sybrandt Hansen
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
This article examines the experiences of Chinese elite uni- versity students abroad through the lens of temporality. In the strug- gle to get ahead, elite students are expected to carefully deploy their time. Studying abroad, it is argued, has become one more step in a culturally idealised temporal arrangement of how one is expected to go about advancing. The downside to this ethics of striving is shown to be a pervasive sense of restlessness (, fuzao). The article shows how relocating to a different life environment allowed a group of elite students to respond to their temporal predicament in existentially creative ways that registered socially as personal maturation. It is argued that these responses were set in motion by the students’ in- habiting an expanse of not-yet-purposeful time. Treating the tem- poral experience of Chinese elite students as a pronounced inflection of an increasingly global temporal mode of striving, the article en- quires into the temporality of the present human condition.
Topic:
Education, Globalization, Ethics, and Students
Political Geography:
China, Asia, and Global Focus

37. Overthrowing the First Mountain: Chinese Student-Migrants and the Geography of Power

Author:
Anni Kajanus
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
This article uses Mahler and Pessar’s (2001, 2006) model of “geography of power” to interrogate how the general dynamic of Chinese student migration generates a variety of experiences at the individual level. Each Chinese student-migrant embarks on their journey from a different position vis-à-vis the flows and interconnec- tions of the international education market. Some of them set out to achieve concrete goals, while others are motivated by a more intan- gible mission to become cosmopolitan subjects. As they move around, their shifting position in the hierarchies of nationality, class, gender, and generation influences their decision-making and their experiences. These power systems function simultaneously on mul- tiple geographical scales, exemplified by the contradictory ways gen- der operates in the family, education, work, and marriage. To further develop the connection this model makes between personal charac- teristics, cognitive processes, and various power systems, I draw at- tention to the politics of ordinary affects.
Topic:
Education, Globalization, Culture, Geography, and Students
Political Geography:
China and Asia

38. “I will change things in my own small way”: Chinese Overseas Students, “Western” Values, and Institutional Reform

Author:
Stig Thogersen
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
The article is based on a longitudinal study of Chinese college students who studied abroad as part of their BA programme in Preschool Education. It first examines the Chinese discourse on preschool education in order to understand the current situation in the students’ professional field. The main section then discusses stu- dents’ attitudes to what they perceived to be key values and principles in early childhood education in the West: freedom, individual rights, equality, and creativity. Students generally expressed strong support for these values and wanted to reform Chinese institutions according- ly. The article argues, based on this case, that while Chinese students abroad may not see themselves as the vanguard of macro-level politi- cal reforms, some of them certainly want to play a role in the gradual transformation of Chinese institutions in their respective professional fields.
Topic:
Education, Culture, Reform, and Students
Political Geography:
China and Asia

39. Unseeing” Chinese Students in Japan: Understanding Educationally Channelled Migrant Experiences

Author:
Jamie Coates
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
Chinese migrants are currently the largest group of non- Japanese nationals living in Japan. This growth is largely the result of educational migration, positioning many Chinese in Japan as student- migrants. Based on 20 months’ ethnographic fieldwork in Ikebukuro, Tokyo’s unofficial Chinatown, this paper explores the ways in which the phenomenology of the city informs the desire for integration amongst young Chinese living in Japan. Discussions of migrant inte- gration and representation often argue for greater recognition of marginalised groups. However, recognition can also intensify vulner- ability for the marginalised. Chinese student-migrants’ relationship to Ikebukuro’s streets shows how young mobile Chinese in Tokyo come to learn to want to be “unseen.” Largely a response to the visual dy- namics of the city, constituted by economic inequality, spectacle, and surveillance, the experiences of young Chinese students complicate the ways we understand migrants’ desires for recognition and integra- tion.
Topic:
Education, Culture, Immigrants, and Students
Political Geography:
Japan, China, and Asia

40. “Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education

Author:
Yajing Chen and Heidi Ross
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often in- visible to university administrators, faculty, and peers.
Topic:
Education, Migration, Immigration, Culture, and Students
Political Geography:
United States, China, Asia, and North America

41. Engagement and Reflexivity: Approaches to Chinese–Japanese Political Relations by Chinese Students in Japan

Author:
Herby Lai
Publication Date:
09-2015
Content Type:
Journal Article
Institution:
German Institute of Global and Area Studies
Abstract:
Amidst political tensions between China and Japan, and against the backdrop of the patriotic education campaign in China that promotes a negative image of Japan as the victimiser, Chinese students in Japanese educational institutions study and work in Japan in a highly politicised context. In general, how they chose to interpret their experiences in Japan, and their views on history and controver- sial political issues involving China and Japan, demonstrates two levels of cosmopolitanism – namely, the ability and the willingness to en- gage with Japanese people on such issues, and reflexivity towards their own national identities. Meanwhile, some informants would deliberately avoid talking about history and controversial political issues involving China and Japan. While they lacked the willingness to engage with Japanese people on controversial issues, their keenness to separate their daily lives in Japan from the political context means they were also engaged in a reflexive reconfiguration of their national identities.
Topic:
Education, Migration, Culture, Immigrants, Students, and Social Identities
Political Geography:
Japan, China, and Asia

42. What Drives Quality of Schools in Africa? Disentangling Social Capital and Ethnic Divisions

Author:
Guillaume Hollard and Omar Sene
Publication Date:
08-2014
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
Because of limited governmental resources in Africa, communities are often left in charge of managing their own schools. Two theories of African community’s ability to engage in collective action and improve quality of schools have emerged. While cross-country evidence underlines ethnic divisions as a key limit to collective action in Africa, field work suggests that social capital (i.e. the community’s ability to engage in collective action or establish shared norms) is the main driver of the quality of local public goods. In this paper, we use Afrobarometer data to test the role of social capital and ethnic divisions in determining the quality of schools. We capture social capital by the average level of trust and ethnic divisions via an index of ethnic fractionalization. We skirt reverse causality problems between trust and quality of public goods by using historical information on the settlement patterns of ethnic groups in Sub-Saharan Africa. This yields measures of ethnic inherited trust which we use as an instrument for trust. To address concerns about endogenous residential sorting, we instrument ethnic fractionalization by the initial population density of ethnic historical homelands. We find that a one percent increase in the local level of trust increases the quality of local public goods by 0.2 to 1.14 percent. After controlling trust we discover ethnic fragmentation plays only a marginal role.
Topic:
Education, Ethnicity, Youth, Social Capital, and Students
Political Geography:
Africa