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Zeitschriftenartikel zum Thema "Students from migration"
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NAYIR, Funda, Martin BROWN, Denise BURNS, Joe O’HARA, Gerry MCNAMARA, Guri NORTVEDT, Guri SKEDSMO, Silje Kristin GLOPPEN und Eline F. WIESE. „Assessment with and for Migration Background Students-Cases from Europe“. Eurasian Journal of Educational Research 19, Nr. 79 (31.01.2019): 1–30. http://dx.doi.org/10.14689/ejer.2019.79.3.
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Mozolová, Veronika, und Magdaléna Tupá. „Migration intentions of nurses and nursing students from Slovakia: A study on drivers“. Problems and Perspectives in Management 22, Nr. 1 (12.03.2024): 534–48. http://dx.doi.org/10.21511/ppm.22(1).2024.43.
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Nurses are an essential resource in health systems. However, the shortage of skilled nursing workforce is a global phenomenon with negative consequences – many factors, including individual, occupational, and socio-political aspects, influence nurse migration. Thus, the aim is to explore the migration intentions of nurses and nursing students, forcing them to seek work abroad. An online survey was conducted among nurses and nursing students as part of the APVV and VEGA projects. The questionnaire focused on the essential characteristics of the respondents and staffing approaches in hospitals in Slovakia. Data were obtained from a survey of 752 hospital nurses and 423 university nursing students. The statistical analysis consisted of factor and correspondence analysis. The findings highlight the factors influencing the migratory sentiments of nursing students and working hospital nurses. They are organization of work, staff remuneration, employee benefits, workroom equipment, shortage of nurses, bureaucracy, communication and relations with colleagues, superiors, and patients, training and career development, material and spatial security, instrumentation, digitization of work, the prestige of the medical profession, and current situation in the Slovak Republic. The paper identifies and evaluates groups of push factors of migration intentions – satisfaction/dissatisfaction with hospital working conditions. The results of the factor analysis indicate that such factors as material and spatial security, communication and relations with colleagues, work organization, lack of personnel, bureaucracy, the prestige of the medical profession, and the current situation in Slovakia affect their working conditions and pleasure. AcknowledgmentThis study is elaborated within the framework of the projects APVV č. 19-0579 “Personnel management processes setup in hospitals and its impact on the migration of physicians and nurses to work abroad” and VEGA č. 1/0691/22 “Economic aspects of emigration of university graduates in health care departments in the context of the sustainability of staffing of health care facilities in the Slovak Republic.”
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Pande, Amba, und Yuan Yan. „Migration of Students from India and China“. South Asian Survey 23, Nr. 1 (März 2016): 69–92. http://dx.doi.org/10.1177/0971523118764971.
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Plopeanu, Aurelian-Petruș, Daniel Homocianu, Nelu Florea, Ovidiu-Aurel Ghiuță und Dinu Airinei. „Comparative Patterns of Migration Intentions: Evidence from Eastern European Students in Economics from Romania and Republic of Moldova“. Sustainability 11, Nr. 18 (10.09.2019): 4935. http://dx.doi.org/10.3390/su11184935.
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Based on a survey among students in economics at universities from the Romanian region of Moldova (RoMold) and Republic of Moldova (ReMold), this study explores the influence of familial, background, and individual characteristics on the migration intentions abroad. Both regional models built after using data mining tools and binary logistic regression analysis show a powerful emphasis on our own value recognition, while the other influences indicate clear asymmetric patterns in terms of migration intentions. For RoMold, there is a low level of interpersonal trust, a strong accent on individual liberty and favoritism, a low respect for traditions, and the belief that Orthodoxy could be a migration cause. The paternal occupation and the maternal religiosity matter for their migration plans. For ReMold, the parental migration experience, a low level of parents’ education attainment, and a powerful internal locus of control are considered the main triggers for migrating abroad. For both particular regions, a highly interactive distribution map and two corresponding risk-prediction nomograms provide basic support for replication, fast visual insight, and consistent support for interpretations directly in probabilistic terms. We intend to apply an inductive approach in order to extend the analysis to different types of respondents and geographic areas.
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Lovětínská, Ivana. „Students from third countries: Analysis of visa requirements of Nigerian students in the Czech Republic“. New Perspectives on Political Economy 19, Nr. 1-2 (30.12.2023): 43–55. http://dx.doi.org/10.62374/zc0xgf94.
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Studying abroad provides students from all over the world with an exceptional opportunity to gain academic and professional experience in a different cultural environment. This article examines immigration policies and the visa application process in the context of Nigerian students studying in the Czech Republic. It examines key stages such as the pre-arrival phase, the visa process, and entry into Czech universities to gain insight into these students' motivations and barriers. It also examines the historical development of Czech immigration policy from the early 1990s to the present, highlighting legislative changes and the shift from a liberal approach to a gradual increase in control, including for third-country students and scholars as knowledge workers. The analysis also considers the difficulties of overcoming language barriers and adjusting to a new cultural environment. The study delves into the growing trend of foreign students' interest in Czech universities and emphasizes the critical factors influencing success in the migration process, such as economic factors, administrative requirements, and personal development. It concludes by questioning whether Czech migration policy is strategically prepared for the growing trend of foreign student arrivals, given the lack of key analyses of knowledge migration's impact on the Czech economy.
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Awasthi, S. P., und Ashoka Chandra. „Migration from India to Australia“. Asian and Pacific Migration Journal 3, Nr. 2-3 (Juni 1994): 393–409. http://dx.doi.org/10.1177/011719689400300207.
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The article examines the contemporary trends and future prospects of migration from India to Australia. The focus is on Indian Settlers and Temporary Entrants admitted to Australia for employment and Indian students admitted to Australia for higher studies. The volume of emigration for permanent residence during the early 1990s has made India one of the leading source countries of migration to Australia. A majority of Indians admitted as Settlers every year join the labor force. Recent data indicate that, among Indian Settlers, there is a preponderance of unsponsored Independent Skilled Migrants. Given the anticipated growth in the number of Indian students, the coming years are likely to witness a spurt in Skilled Temporary Workers from India.
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Syed, Nadir Ali, Farhad Khimani, Marie Andrades, Syeda Kausar Ali und Rose Paul. „Reasons for migration among medical students from Karachi“. Medical Education 42, Nr. 1 (28.11.2007): 61–68. http://dx.doi.org/10.1111/j.1365-2923.2007.02904.x.
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Dahal, Kapil Babu. „International Educational Consultancies and Students Migration from Nepal“. Journal of Population and Development 4, Nr. 1 (31.12.2023): 46–57. http://dx.doi.org/10.3126/jpd.v4i1.64238.
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An increasing number of Nepali students are going abroad each year for further studies. The recent trend is more of going for further studies at the undergraduate level rather than the previous patterns of going for graduate and postgraduate research degrees. These students often take the support of educational consultancies to facilitate their recruitment for international education. Along with this, there is a parallel increment of international educational consultancies in motivating and facilitating students to go abroad for further studies. In essence, these students who take the help of such brokering agencies often go on a “student visa”. Ethnographic information acquired from the field study conducted in Kathmandu Valley is the fundamental basis of the development of this article. Interviews and observations were the main techniques through which information was collated which were later on thematically analyzed to reach the conclusions of this study. These agencies have devised various strategies to recruit and convince students about the value and significance of international education. This article also highlights that these educational consulting firms are thriving in Nepal in a liberal economic context vis-à[1]vis the unhindered power of the globalization process.
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Li, Wen. „The Role of Language Capability in Migration Choice of International Medical Students“. International Medical Student Education 3, Nr. 1 (22.06.2020): 27–35. http://dx.doi.org/10.51787/imse202000104.
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Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs. Chi-square test was used to determine whether participants’ English language proficiency, Chinese language proficiency, and capability of speaking multi-languages were associated with their migration choices. Results:A total of 202 valid responses were obtained and 91 (45%) participants showed intention of choosing a foreign country. The intention of staying outside the home country was associated with the capability of speaking multi-languages (speaking at least another non-English foreign language apart from Chinese) by IMSs. Higher-level Chinese proficiency certificate holders were more likely to choose China as the destination country. The capability of speaking a non-English/non-Chinese foreign language did not correspond to the intention of migrating to the country where this language is spoken. Furthermore, the intention of migrating to a non-English/non-Chinese speaking foreign country did not correspond to the capability in the language spoken in this foreign country. Conclusion:The effect of language capability on migration choice of China-educated IMSs was explored in this study. The findings indicate that language capability has played some role in IMSs’ migration choice. However, migration decision-making process is complex and is affected by various factors. Therefore, further studies should be conducted to explore correlations among factors affecting migration choice of IMSs.
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Osiyanova, O. M., E. N. Levina und A. V. Osiyanova. „Educational Migration Bridge: From Metaphor to Project“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, Nr. 8-9 (17.09.2022): 154–67. http://dx.doi.org/10.31992/0869-3617-2022-31-8-9-154-167.
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The purpose of the article is to analyze the topical problem of educational migration and ways to solve it. The article identifies factors preventing from successful adaptation and socialization of foreign students in recipient country as legal, pedagogical, psychological, lingvo-communicative are identified. Minimization of negative factors actualized the integrated strategy of educational migration «bridge construction» development aimed at solving tasks of migrants’ integration in Russian labour market, providing them with all-round support in getting education, improving professional qualification, adaptation and socialization. The term «bridge» is metaphorically used as an artificial, virtual «construction» functioning as a means for educational migration support of citizens.The experience of the Orenburg State University in development and realization of the longterm integrated strategy of educational migration «bridge construction» presented within the Strategic Academic Leadership Program «Priority 2030» is studied. Regarding the potential of the University and Orenburg region the ways of educational migration «bridge construction» are determined: introduction of educational migration interactions into mission and policy of the university; development of open university migration interactions network structures; implementation of educational migration interaction based on norms, values and ideals of person’s lingvo-communicative culture. The practical steps for the strategy realization within the project «Educational migration bridge» are described: formation of the united scientific, educational and cultural environment based on mutual activity in international scientific and educational community; arrangement of universities regional consortium for informing applicants from Asian countries, for training and living in universities campuses; establishment of the Faculty of foreign students’ education and digital educational platform ensuring logistics and student educational improvement management; development and realization of module network programs for foreign students; realization of additional educational programs in OSU Linguistic center. The authors analyze the main indicators of the project effectiveness: quantitative and qualitative results of the Faculty of foreign students’ education activity in training Russian and culture; establishment of the Orenburg branch of Foreign Students Association, students’ involvement in various interaction forms and special career guidance events; scientific and methodological support for teachers. Realization of the strategy implies creation in OSU in the nearest future a specific environment including social infrastructure for foreigners.
Dissertationen zum Thema "Students from migration"
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Tlatlik, Rebecca [Verfasser]. „Place-related factors, employment opportunities and international students’ migration intention : Evidence from Göttingen, Germany / Rebecca Tlatlik“. Kassel : Kassel University Press, 2016. http://d-nb.info/1119904455/34.
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Rujipak, Thanyalak. „The re-entry adjustment of Thai students in the transition from graduation in Australia to the return home“. Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/69982.
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Thesis (PhD) - Faculty of Higher Education, Lilydale, Swinburne University of Technology, 2009.Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Higher Education, Lilydale, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. ??-??)
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Leon, Garcia Maria Alejandra. „Mexican Educational Policy Implementation: A Study on Outward Migration as a Social Influence in the Primary School Classroom“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298661815.
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Felix, Vivienne R. „The Experiences of Refugee Students in United States Postsecondary Education“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460127419.
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Kwak, Min-Jung. „Globalizing Canadian education from below : a case study of transnational immigrant entrepreneurship between Seoul, Korea and Vancouver, Canada“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2514.
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This study explores a form of transnational economy that involves cross border movements of students, families and business people that are motivated by education. A main objective of the study is to explore the interplay of structural factors and the agency of migrants in the development of this industry.
Using interview data collected in Seoul, Korea and Vancouver, Canada, this study demonstrates that the globalization of the international education industry is not simply an economic process but a by-product of complex relations between many economic and non-economic factors. The intensification of globalization in general, and the rise of neo-liberalism in particular, have introduced macro structural changes in the political economies of both Korea and Canada that have had important implications for growth in the education industry. The role of nation-states is critical in that both Korean and Canadian national governments have delivered more relaxed policies regulating international migration and educational flows between the two countries. At the local level, both public and post-secondary educational institutions in Vancouver have become actively engaged in recruiting fee-paying international students.
Ordinary migrants, both permanent residents and temporary visitors, play an important role in promoting Canadian education in the global market as well. The successful recruitment activities of local schools (and school boards) have been facilitated by Korean international education agencies operating in Vancouver. Relying on close social and cultural linkages between Korea and Canada, the transnational entrepreneurial activities of Korean immigrants demonstrate how globalization actually works in practice. With strong motivation and spatial mobility, the rising demands of Korean students and their parents have also been an important precursor of recent industrial growth.
This seemingly smooth growth of the international education industry between Seoul and Vancouver, however, masks more complex dynamics of the process. I provide four critiques on taken-for-granted approaches towards neo-liberalism and economic globalization. Exploring immigrant participation at the heart of the knowledge economy (education), this study also asks if the entrepreneurial opportunities that are being cultivated by Korean-immigrants represent an innovative shift from traditional and low-level ethnic niche economies toward more lucrative opportunities.
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Pogorowa, Jérémie. „Retours à Ouagadougou des étudiants burkinabè de Côte d'Ivoire : projet migratoire et stratégies d’inscription sociale“. Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0121.
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Ces dernières années, la vague de retours au pays d’origine des descendants de migrants burkinabè nés et/ou ayant passé une grande partie de leur enfance en Côte d’Ivoire s’est intensifiée, notamment en ce qui concerne les jeunes scolaires et les étudiants. Dans le contexte burkinabè, le vocable « diaspo » est utilisé pour les désigner. Cette recherche porte sur la situation de ce groupe de jeunes burkinabè venus de Côte d’Ivoire, pour poursuivre leurs études supérieures au Burkina Faso. Ils appartiennent le plus souvent à la deuxième et à la troisième génération de migrants burkinabè en Côte d’Ivoire. Ce travail analyse leurs trajectoires sociales et scolaires, en essayant de montrer comment leurs itinéraires sont divers, non linéaires et multidirectionnels. L’histoire de chaque retour met en scène, à travers l’étudiant « diaspo », une multiplicité de sphères (familiale, économique, universitaire) et de logiques migratoires. L’étude vise à faire ressortir ces logiques qui structurent les parcours des descendants de migrants, en regard de l’histoire migratoire de leurs parents, primo-migrants. Dans la mesure où l’acte de retour implique plusieurs acteurs et, en premier lieu, la famille, la décision du retour au pays d’origine apparaît comme un processus à long terme, qui peut se faire sous l’injonction des parents, sur les conseils d’une personne extérieure à la famille, par l’influence des pairs, etc. C’est dans ce contexte que le rôle de l’étudiant « diaspo » devra être analysé.Le contact avec le pays d’origine situe les « diaspo » dans un rapport inégalitaire avec ceux qu’ils viennent trouver « sur place », c’est-à-dire « les premiers occupants », en particulier leurs pairs nés et restés au pays. Cette rencontre fait apparaître des distinctions entre les Burkinabè de « l’intérieur » et ceux (re)venus de « l’extérieur ». Les descendants de migrants burkinabè subissent le paradoxe d’une société burkinabè qui développe en eux le sentiment d’être étrangers à la fois dans leur pays de naissance (Côte d’Ivoire) et dans leur pays d’origine (Burkina Faso).Face à cette situation, ces jeunes développent des logiques de distinctions (individuelles et/ou collectives) et d’affirmation de soi, par lesquelles ils parviennent à prendre le contrôle de leurs réseaux d’appartenance et à se rendre visibles dans les espaces universitaires (cité, campus, restaurants) et dans le monde social ouagalais. Ce sont des réseaux multiformes, allant des syndicats étudiants aux partis politiques et autres organisations de la « société civile burkinabè », en passant par les associations étudiantes et religieuses. Ces espaces de rencontre sont des lieux d’entraide et de solidarité et ouvrent à diverses formes de rétributions symboliques et matérielles attendues. L’investissement dans l’univers de la débrouille, en plus d’être un moyen de survie et d’autonomisation, introduit les « diaspo » dans l’apprentissage des rapports sociaux au Burkina, dans une dynamique d’insertion sociale par le bas. Ces pratiques expriment un besoin de reconnaissance de soi et de son expérience migratoire. Le projet migratoire, qui se décline alors en plusieurs facettes, en plus des études, est sans cesse soumis à des réajustements au long du parcours en fonction des contextesIn recent years the number of people who originated from Burkina Faso and who have been returning there after migrating to Ivory Coast or being born and raised there, has been increasing sharply; and this is particularly true of school children and students. The Burkinabe use the term “diaspo” to describe them. Present research concerns the situation of this group of youths from Burkina Faso returning from Côte d’Ivoire to go to the university in Burkina Faso. They are usually second and third generation descendants of migrants to Côte d’Ivoire. This work analyses their social and schooling course which is diverse, non-linear and multidirectional. These returning “diaspo” students illustrate numerous situations (family, economic, education) and migratory rationales. The study aims at underlining the reasoning that underlies the actions of these descendants of migrants and in particular pertaining to the migratory history of their parents, the primary migrants. Since returning implies several actors starting with family members, the decision to return to the native country appears as a long term process influenced by the will of parents, the advice of other persons, the influence of their peers etc., hence the need to analyse the “diaspo” student’s role.Contact with their country of origin places the “diaspo” on an unequal footing with those already there, i.e. the “first occupants”, in particular their peers born in the country and who stayed there. This coming together exposes the differences between Burkinabe from the “interior” and those coming or returning from outside. The descendants of the Burkinabe migrants are subject to the paradox of feeling like strangers both in the country in which they were born (Côte d’Ivoire) and their country of origin (Burkina Faso).Given this situation, these young people develop reasons (individual and/or collective) to stand out and assert themselves and by doing so manage to take control of the networks of their peer group and to make themselves visible in their university life (city, campus, restaurants) and in Ouaga’s social world. These networks are multiple, comprising student unions, political parties and other “organisations of Burkinabe civil society”, as well as student and religious associations. These forums to meet open up the possibility for solidarity and helping through symbolic and practical contributions towards their needs. Investment in the world of resourcefulness is not only a means of survival and self-sufficiency, it also initiates the “diaspo” to the Burkinabe social relationships through a dynamic process that starts from the bottom. These doings express the need for acknowledgement of one’s self and of one’s migration experience. The migratory project which, not-with-standing the studies, presents many profiles, is subject to constant adjustments all along the course of events and is dependent on the contexts
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Delévaux, Olivier. „Parcours scolaire et biographique de futurs enseignants et d'enseignants novices de l'enseignement primaire issus de la migration : Impacts sur l'accès au métier et sa pratique“. Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2018.
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Les travaux s'intéressant aux enseignant·e·s issu·e·s de la migration sont encore peu nombreux. Ceux qui traitent de la scolarité des élèves issu·e·s de la migration procèdent fréquemment d'une approche par les facteurs de risque et mettent en évidence des mécanismes contribuant à la perpétuation d'inégalités scolaires. Nous avons souhaité pour notre part privilégier une entrée par les facteurs de protection et les mécanismes de résilience qui peuvent s'avérer efficaces pour favoriser la réussite éducative et scolaire des élèves issu·e·s de la migration au point de les amener à s'engager dans une carrière d'enseignant·e·s. Cette recherche s'appuie sur 42 entretiens réalisés auprès de 36 futurs enseignant·e·s et enseignant·e·s novices de l'enseignement primaire issu·e·s de la migration. Son originalité réside en un double regard porté sur la scolarité des élèves issu·e·s de la migration. Le premier est rétrospectif et propose un retour réflexif de ces enseignant·e·s sur leur propre trajectoire de formation, les obstacles rencontrés et les facteurs qui leur ont permis, en dépit de la présence d'obstacles, d'accomplir un parcours de formation certes sinueux, mais néanmoins marqué par la réussite. Le second se centre sur la scolarité des élèves issu·e·s de la migration qu'ils·elles sont amené·e·s à rencontrer dans le cadre de leurs stages et de leurs premières expériences d'enseignement et vise à identifier des sources de malentendus et des formes de discrimination. Enfin, la recherche aborde également l'incidence de l'appartenance à la migration sur l'accès au métier, la perception de la confiance accordée par différentes parties prenantes du système éducatif et la question de la légitimité perçue pour intervenir auprès des usagers de l'école, issus ou non de la migration. Les résultats montrent la persistance dans le temps de préjugés, stéréotypes et discriminations susceptibles de contribuer à développer des formes d'inégalité touchant les élèves issu·e·s de la migration. Ils mettent en évidence une grande sensibilité interculturelle des enseignant·e·s issu·e·s de la migration et montrent également que certains facteurs de protection s'avèrent efficaces et qu'ils peuvent faire l'objet de propositions concrètes. Certaines d'entre elles s'adressent directement aux élèves et aux enseignant·e·s. La plupart cependant sont orientées vers les parents et accordent une importance particulière à la clarté de la communication entre école et familles. Concernant l'accès au métier, l'analyse des données fait ressortir que certains préjugés et réticences concernant les compétences des élèves issu·e·s de la migration sont également présents au moment d'engager des enseignants issu·e·s de la migration. Par ailleurs la légitimité professionnelle évoquée par ces enseignant·e·s est liée à l'obtention de leur diplôme et nous notons qu'ils·elles résistent à l'idée de faire l'objet d'une assignation sociale limitant leur activité auprès des élèves issu·e·s de la migration. Paradoxalement cependant, les enseignant·e·s interrogé·e·s manifestent également certaines craintes à l'idée d'une insertion professionnelle dans un contexte caractérisé par une forte majorité de population non issue de la migrationThe research focusing on teachers from migratory backgrounds is scarce. Those addressing the school experience of students from migration often take a risk-factor approach, and highlight mechanisms contributing to the perpetuation of educational inequalities. Our purpose was to focus on protective factors and resilience processes that can prove effective in promoting the educational and school achievement of students from migratory backgrounds, to the point of leading them to get involved in a teaching career. This research is based on 42 interviews with 36 prospective and newly appointed primary school teachers from migratory backgrounds. Its originality lies in a dual approach to the schooling of students from migration. The first perspective is retrospective, offering these teachers reflective insights into their own training trajectory, the obstacles they encountered and the factors that enabled them, despite the presence of obstacles, to complete a training path that was admittedly winding, but nonetheless successfully achieved. The second perspective focuses on the schooling of students from migratory backgrounds, whom they were in contact during their internships or during their first teaching experiences. It aims to identify sources of misunderstandings and potential forms of discrimination. Finally, the study also addresses the impact of migration on access to the profession, perceptions of trust from various stakeholders within the education system, and the perceived legitimacy to intervene with school users, whether or not from a migratory background. The findings show the persistence over time of prejudices, stereotypes and discrimination over time likely to contribute to the development of inequalities affecting students from migratory background. They highlight a high level of intercultural sensitivity among teachers from migratory backgrounds, and also show that some protective factors prove effective and can lead to concrete proposals. Some of them are directed at students and teachers. However, most are aimed at parents, emphasizing clear communication between school and families. Concerning access to the teaching profession, data analyses show that certain prejudices and reservations regarding the skills of students from migratory backgrounds also impact their hiring process. Furthermore, the professional legitimacy evoked by these teachers is linked to their diplomas, and we note that they resist the idea of being subjected to a social assignment limiting their activity with migrant students. Paradoxically, however, the interviewed teachers also express fears about the idea of professional integration in a context characterized by a large majority of non-migratory population
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LIU, JIE. „Chinese Youth on the Move: from 'fantasy' to 'reality' through overseas study in the United States“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/381808.
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The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting.
Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world.
Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.The flow of Chinese international students to the US is a long-standing phenomenon that has lasted for more than a century. Such popularity has been growing on a larger scale in the last two decade until the Covid-19 pandemic. Wondering on such sustained and augmenting heat of migration and mobility to the US, this study takes a biographical approach to explore the lives and experiences of today’s Chinese international students in the US by examining their mobility motives, lived experiences, reflections and reflexivities on their international mobility, and their future imagining and projecting. Among the extant studies, very few takes a holistic approach to investigate the whole international mobility experiences of Chinese international students. Most of them only focus on their horizontal relocation but overlook their vertical temporalities. This study introduces two backbone theoretical frameworks of youth transition to adulthood and migration/mobility to construe the biographical experiences of today’s Chinese international students in the US with a central aim of inquiring into what role international mobility plays in their transitions to adulthood and how they wield agency to navigate their mobility trajectories against contextual and structural constraints. Through international mobility, Chinese international students experience ‘double’ social changes from the rapidly-changing China to the ever-changing America and from the past to the future. Therefore, by examining how Chinese international students make transitions to adulthood, this study can also reflect the changes to social conditions in both China and the US and even to the extent of the whole world. Assuming that today’s Chinese international students growing up in a fast-changing society could be vastly different from their predecessors not long ago, this research adopts a qualitative research paradigm using in-depth interviews to collect empirical data in order to provide a rich understanding of the multiplicity and breadth of participants’ individual experiences, with various reflexive representations of the individuals’ narratives at the core of the study. Following an interpretivist-constructivist approach to analyze empirical data, this study finds out that today’s young Chinese international students practice international mobility to the US mainly for escaping social control in China and for an alternative transition process in a different social condition in which they believe they will be able to enjoy the course of studying, living and exploring, and after years of mobile lives in the US they incorporate spatial mobility into their imagining and projecting for future transition outcomes-making. And the analysis reveals that they value mobility highly and display an acute awareness of both the advantages and challenges of their mobile lives and refer to their lived experiences in both China and the US for their decision-making process concerning their future mobility trajectories in the hopes of securing both ‘good’ transition processes and ‘good’ transition outcomes. The significance of this study reaches beyond offering a landscape of today’s Chinese international students in the US to the extent that valuable theoretical implications can be contributed to the currently vigorous debate on youth transitions to adulthood while being on the move.
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Gungor, Nil Demet. „Brain Drain From Turkey: An Empirical Investigation Of The Determinants Of Skilled Migration And Student Non-return“. Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605063/index.pdf.
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This study deals with skilled migration from a developing country perspective. The migration of skilled individuals from developing countries to developed countries is often viewed as a costly subsidy from the poor nations to the rich, and a threat to their economic development. The first part of the study brings up to date both the theoretical and the policy debate on the impact of skilled migration on the sending economies. The second purpose of the study is to take a closer look at the motivations for skilled emigration from Turkey.
The emigration of skilled individuals from Turkey has attracted greater attention in recent years, particularly after the experience of back to back economic crises that have led to increased unemployment among the highly educated young. A survey study was undertaken during the first half of 2002 in order to collect information on various characteristics of Turkish professionals and Turkish students residing abroad. Over 2000 responses were received from the targeted populations. The information from this survey was then used to determine the empirical importance of various factors on return intentions by estimating ordered probit models for the two samples.
In the migration literature, wage differentials are often cited as an important factor explaining skilled migration. The findings of the study suggest, however, that other factors are also important in explaining the non-return of Turkish professionals. Economic instability in Turkey is found to be an important push factor, while work experience in Turkey also increases non-return. In the student sample, higher salaries offered in the host country and lifestyle preferences, including a more organized and ordered environment in their current country of study increase the probability of not returning. For both groups, the analysis also points to the importance of prior intentions and the role of the family in the decision to return to Turkey or stay overseas.
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Tipples, Rosemary V. „Half a World Away: Contemporary Migration from the European Union to Canterbury, New Zealand“. Thesis, University of Canterbury. National Centre for Research on Europe, 2006. http://hdl.handle.net/10092/905.
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As a traditional country of immigration, New Zealand has often looked outside of its borders for its population composition and as a result 19 percent of New Zealand's current population were born overseas. In recent times, immigration has been used by successive governments as a means of countering severe skills shortages and off-setting a declining birth rate. While attention in the media, public and to some extent in academic circles has been largely focused on the increasing volume of immigrants to New Zealand from Asian countries, migration from Europe has often been overlooked and yet it remains an important component of the New Zealand's migration flows. This thesis explores this stream of migration - from the member states of the European Union to New Zealand - by examining the specific case study of contemporary European Union migration to the Canterbury region, incorporating migrants who live, work and study in Canterbury. The thesis used surveys and in-depth interviews in addition to secondary data to investigate the composition of the European Union migrant population in Canterbury, as well as exploring the motivations and experiences of these migrants. Conceptualising the motivations of contemporary migrants from the EU to New Zealand is difficult, due to a multiplicity of theories and frameworks surrounding the topic of migration. As such, this thesis suggests a three level framework drawn from in order to better understand the motivations of target population. Although the experiences of the surveyed migrants were largely positive, some difficulties were noted, particularly while seeking work and building friendships with New Zealanders. Finally, this thesis proposes a number of recommendations at a policy and academic level which may assist in furthering understandings of the important but often ignored group of European Union migrants in New Zealand.
Bücher zum Thema "Students from migration"
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Tzivara, Nikoletta. Cardiovascular disease and the effects of migration of Greek students in the U.K. on their future risk of suffering from the disease. Roehampton: University of Surrey Roehampton, 2003.
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Guarnieri, Patrizia. Intellectuals Displaced from Fascist Italy. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0032-5.
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Intellectuals Displaced from Fascist Italy is a bilingual (IT/ EN), free access and in progress website that draws attention to the migration of intellectuals during Fascism. Italy is usually considered a land of poor and uneducated migrants. But during the twenty years of Fascism, especially after the anti-Jewish laws but even before, professionals, students and scholars, including foreigners, expatriated alone or with families for political and racial reasons to the Americas, England, Mandatory Palestine, Switzerland. It is a limited but important phenomenon of brain drain, which in the case of Italy has yet to be investigated. Who were the people who decided to leave in search of freedom, work, and then salvation, and what did they do? Their names and stories were cancelled. This work attempts to reconstruct their lives thanks to foreign archives, letters, scattered memories and hundreds of photos. What difficulties did they face in their host countries? How many of them returned? The stories speak of devastating losses to the detriment of the country, of responsibilities and injustices, but also of resources and talents of Italian culture, of commitment and determination. This 2nd edition contains some new features, improves consultation with research functions and, as regards content, it enhances family mobility from a generational and gender perspective. The project was promoted by the University of Florence and has been supported by the Regione Toscana and by various institutes, with the sponsorship of the New York Public Library; Council for At-Risk Academics, London; J. Calandra Italian American Institute, CUNY; The Central Archives for the History of Jewish People, Jerusalem, UCEI and others.
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Lebedeva, Tamara. Educational migration to the Russian Federation: the role in the development of the higher education system. ru: INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2086355.
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The monograph assesses the role of educational migration in the development of the higher education system in the Russian Federation. The characteristics of the modern system of Russian higher education, functioning in the conditions of internationalization of the educational environment, are presented. The modern features of the export of Russian educational services are described in detail. It is noted that international educational migration contributes to the preservation and expansion of the contingent of students in Russian universities, maintaining and expanding the employment of teaching staff, obtaining direct cash income from tuition fees and social services for foreign students. Particular attention is paid to the characterization of negative manifestations from the point of view of Russia's national security. On the basis of the research, the problems of the development of the higher education system of the Russian Federation in the context of an increase in the volume of international educational migration were identified, and measures were proposed, the implementation of which will contribute to the formation of a positive image of Russian universities in the global educational services market and attract new groups of foreign citizens to study.
The materials of the monograph may be of interest to a wide range of readers: sociologists, demographers, economists, representatives of state authorities whose interests include the management of educational migration and the development of the Russian higher education system, as well as students, graduate students, young scientists and university professors.
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Nikolaychuk, Ol'ga. The Russian Far East: from a depressed region to the territory of the future. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1140664.
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The monograph presents the search for solutions to the problems of the Far Eastern region. The proximity of China and the remoteness from the center of Russia make us look for effective measures to overcome the problems of settling the Far East in the context of sustainable economic development of modern Russia. The paper analyzes the problems of the Far East: in industry, agriculture, forestry, energy problems, environmental problems, and provides recommendations for their solution. Considerable attention is paid to migration problems. The experience of China is studied through the prism of bilateral cooperation with Russia.
It is intended for students, masters, postgraduates, researchers dealing with issues of macroeconomic regulation and forecasting.
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Abdullaeva, Nargiza. Tertiary Student Migration from Central Asia to Germany. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29020-7.
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Lebedeva, Tamara, A. Migranyan und M. Tkachenko. Educational migration to the Russian Federation: the role in providing the economy with highly qualified personnel. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1893954.
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The monograph reflects the role of educational migration in providing the economy with highly qualified personnel, reveals the theoretical and legal aspects of the subject of research. The foreign experience of attracting educational migrants to the national economy of some developed countries of the world is characterized. The volume of exports of educational services and territorial features of attracting educational migrants to the Russian Federation are analyzed, modern features of attracting educational immigrants to the economy of the Russian Federation are characterized. Based on the analysis, problems are identified, prospects are outlined and proposals are formulated to change the situation with the involvement of highly qualified personnel from among educational migrants in the economy of the Russian Federation.
It is recommended to students, postgraduates, scientists, as well as a wide range of people interested in the problems of educational migration and the labor market.
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Frank, Jeffrey. South of the border : graduates from the class of '95 who moved to the United States : an analysis of results from the Survey of 1995 graduates who moved to the United States =: Cap vers le sud : les diplômés de la promotion de 1995 qui ont déménagé aux États-Unis : une analyse des résultats de l'Enquête auprès des diplômés de 1995 qui ont déménagé aux États-Unis. Ottawa, Ont: Human Resources Development Canada = Développement des ressources humaines Canada, 1999.
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Guarnieri, Patrizia. Intellettuali in fuga dall’Italia fascista. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/978-88-5518-648-3.
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Intellectuals Displaced from Fascist Italy is a bilingual (IT/ EN), free access and in progress website that draws attention to the migration of intellectuals during Fascism. Italy is usually considered a land of poor and uneducated migrants. But during the twenty years of Fascism, especially after the anti-Jewish laws but even before, professionals, students and scholars, including foreigners, expatriated alone or with families for political and racial reasons to the Americas, England, Mandatory Palestine, Switzerland. It is a limited but important phenomenon of brain drain, which in the case of Italy has yet to be investigated. Who were the people who decided to leave in search of freedom, work, and then salvation, and what did they do? Their names and stories were cancelled. This work attempts to reconstruct their lives thanks to foreign archives, letters, scattered memories and hundreds of photos. What difficulties did they face in their host countries? How many of them returned? The stories speak of devastating losses to the detriment of the country, of responsibilities and injustices, but also of resources and talents of Italian culture, of commitment and determination. This 2nd edition contains some new features, improves consultation with research functions and, as regards content, it enhances family mobility from a generational and gender perspective. The project was promoted by the University of Florence and has been supported by the Regione Toscana and by various institutes, with the sponsorship of the New York Public Library; Council for At-Risk Academics, London; J. Calandra Italian American Institute, CUNY; The Central Archives for the History of Jewish People, Jerusalem, UCEI and others.
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Labor migration from China to Japan: International students, transnational migrants. New York, NY: Routledge, 2011.
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Liu-Farrer, Gracia. Labour Migration from China to Japan: International Students, Transnational Migrants. Taylor & Francis Group, 2011.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Students from migration"
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Raghuram, Parvati, und Gunjan Sondhi. „The Entangled Infrastructures of International Student Migration: Lessons from Covid-19“. In Migration and Pandemics, 167–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81210-2_9.
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AbstractThe impact of Covid-19 on international student mobility has been noted by policy makers and the media ever since the global lockdowns started in early 2020. However, most of the concerns focus on what the drop in student mobility means for the finances of the countries and educational institutions to which students would have moved; there has been little exploration of the students’ own experiences of Covid-19. This chapter explores the entangled education, migration, and finance infrastructures that shape international student migration and how they failed the students during the pandemic. It draws on questionnaires and interviews conducted with international student migrants from a range of countries and who are registered to study in the UK to point to how migration policies, consular services, educational institutions, and travel industry all affected students. It points to how these components are entangled, and that their failure during the pandemic led to particular forms of immobility and mobility, leaving many students stuck in uncertain and precarious situations. The chapter ends by suggesting that reading the pandemic as an acute unprecedented event is important but inadequate. It is also a window into the everyday failures that the entangled infrastructures of international student mobility posed before Covid-19, how these came to be and who benefited from these infrastructures.
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Elkord, Nesreen. „Arab Migration—From East to West“. In Cross-Cultural Schooling Experiences of Arab Newcomer Students, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14420-3_1.
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França, Thais, und Beatriz Padilla. „South–South Student Mobility: International Students from Portuguese-Speaking Africa in Brazil“. In The Palgrave Handbook of Youth Mobility and Educational Migration, 249–60. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99447-1_23.
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França, Thais, und Beatriz Padilla. „South–South Student Mobility: International Students from Portuguese-Speaking Africa in Brazil“. In The Palgrave Handbook of Youth Mobility and Educational Migration, 235–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64235-8_22.
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Ginnerskov-Dahlberg, Mette. „‘Go West!’Eastern European students' motivations for pursuing an education in Denmark“. In Student Migration from Eastern to Western Europe, 52–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003056287-3.
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Dalal, Ayham. „Lessons Learned from Refugee Camps: From Fetishizing Design to Researching, Drawing, and Co-Producing“. In Migration, Displacement, and Higher Education, 139–50. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_11.
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AbstractThis chapter explores cases when a design-oriented approach can be harmful, especially if it shifts the attention from refugees’ needs and complex realities toward producing “successful” and “innovative” solutions as determined by the expectations of the field of architecture. To illustrate this point, the author discusses examples from workshops and seminars tackling urban and spatial issues regarding refugees. As a successful model and counterpoint, the chapter demonstrates how a successful process includes the active involvement of refugees and a collaborative approach toward fulfilling their needs. Additionally, the chapter illustrates how a research-oriented approach to architectural design can powerfully raise awareness about the complex spatial realities that refugees face in exile, citing examples from studios and design workshops conducted in refugee camps in Jordan and Berlin. Finally, the chapter underscores the last point, by giving further examples from a seminar taught to students in the Urban Studies program at Vassar College.
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Kaša, Rita. „The Nexus Between Higher Education Funding and Return Migration Examined“. In IMISCOE Research Series, 283–98. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_13.
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Abstract Asymmetrical international student mobility poses a challenge to the governments of countries sending students abroad to ensure their return home after graduation. Financial assistance tools such as student loan forgiveness are viewed as a solution to this challenge. Drawing on evidence in the case of Latvia, this chapter contributes to the literature testing the policy assumption that sending governments can influence the return migration decisions of international students by cancelling their student loans. This chapter presents The Emigrant Communities of Latvia survey data on higher education funding sources among international students from Latvia and the relationship between these sources and their return intentions. Using qualitative interview data, this chapter examines the effectiveness of student loan forgiveness in influencing the return migration decisions of global graduates from Latvia. The chapter concludes that the existing student loan forgiveness policy does little to prompt return migration.
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Abdullaeva, Nargiza. „Profiles and Decision-Making of Students and Graduates Enrolled at German HEIs from Kazakhstan, Kyrgyzstan and Uzbekistan“. In Tertiary Student Migration from Central Asia to Germany, 71–133. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29020-7_4.
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Brill-Carlat, Matthew, und Maria Höhn. „Rebuilding After War and Genocide: Learning with and from Refugees in the Transnational Digital Classroom“. In Migration, Displacement, and Higher Education, 267–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_22.
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AbstractThe Covid-19 emergency spurred a flurry of teaching innovations as higher education institutions turned to online or blended learning models, and as international collaborations have moved nearly entirely online. These circumstances inspired us to revisit the digital transatlantic seminar, “Germany 1945: History and Memory in Germany after WWII,” taught by Höhn in Spring 2018 to a group of seven Vassar students (Brill-Carlat among them) and six advanced high-school students—between the ages of 17 and 22—who had come to Berlin as asylum seekers from Syria, Iraq, and Afghanistan. The course dealt with history and memory of World War II and the Holocaust in Germany. As such, it reflected a core commitment of the Consortium on Forced Migration, Displacement, and Education (CFMDE), founded by Höhn at Vassar and partners (Bard, Bennington, Sarah Lawrence, the New School, and the Council for European Studies): the importance of providing opportunities for our undergraduate students to learn with and from refugees and displaced individuals if they are to understand and tackle the global, multidimensional challenges of forced migration. As institutional resistance to digital teaching necessarily vanished with the Covid-19 pandemic in Spring 2020 and the direction of future online-learning policies is up for debate, we revisit the 2018 class to examine lessons learned and how this project points the way to another digital venture: digitally “hosting” displaced scholars at liberal arts campuses.
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Peutz, Nathalie. „Small Things“. In Migration, Displacement, and Higher Education, 279–93. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_23.
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AbstractIn 2018 and 2019, students from NYU Abu Dhabi spent a week participating, observing, and learning in a refugee camp in Djibouti as a part of an intensive January term course on Displacement and Migration across the Red Sea. This chapter discusses the contours of this student-and-refugee engagement and its relation to the author’s prior ethnographic research and collaborative photography projects in the camp. Revisiting how the university students and their refugee hosts experienced these events, and addressing questions of ethics, value, and privilege, the chapter unsettles common assumptions about who was teaching and helping whom. As flawed and uneven as these educational journeys can be, the chapter argues that what is to be gained from these encounters are not just “small things.”
Konferenzberichte zum Thema "Students from migration"
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Madawala, Nadun C., und M. Thilini Kulaweera. „Sri Lankan Students’ Perceptions and the Factors that Affect Migrating for Their Higher Studies“. In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/rkbt5266.
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In recent times, with globalization, especially in Asian countries, there has been an increasing trend of student migration for higher education. This can cause short-term and long-term brain drain and the overflow of foreign exchange out of the country. Therefore, this study intends to provide students’ perceptions and the factors that affect migrating for their higher studies in Sri Lanka. This study is based on primary data from a rapid online survey of Sri Lankan students who are aged between 16 and 30 years old. Among 110 respondents, there were 51% males and 49% females. More than 60% of students were aged between 21-22 years old. Among all students, 83.6% of students are hoping to go abroad for higher studies. The students cited reasons such as the high quality of education abroad (56.4%), economic instability in Sri Lanka (53.6%), and limited enrolment and resources in government universities (20%) for choosing to study overseas. Students prefer studying abroad due to dissatisfaction with the local higher education system. Government school and state university graduates tend to migrate for higher education and not return home.
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Wenzler-Cremer, Hildegard. „Dealing with Diversity: A Qualitative Evaluation of the Program Mentor Migration SALAM“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/hdba5307.
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In the project “Mentor Migration SALAM -Spielen Austauschen Lernen Achtsam Miteinander (Playing-Sharing- Learning-Attentively-Together) students mentor a child from a migrant family for a period of 8 months. They spend about three hours of leisure time a week together. The students are assigned to only one child, so they can develop an interpersonal relationship to that child and its family. For the children the project helps to expand their horizons, gaining a wider knowledge of their surroundings, the urban neighborhood they live in, the city itself. The act of students and pupils coming together, offers in itself, lots of learning opportunities: the children are forced to communicate, they negotiate the choice of activities with the students; they explore new places and spaces; they learn something about student life. The students on the other, hand gain a better awareness of how to act in intercultural encounters; they gain insights into milieus they would usually not know or have the opportunity to enter. They can assist the families with any questions regarding the German educational system. 50-70 students per year have been involved since 2009. The Freiburg University of Education, the City of Freiburg and four primary schools are cooperating in the project. The University recruits and selects the students and supports them via supervision. The project is integrated into the curriculum, so that the students can also get credit for taking part. The whole project is regularly evaluated and scientifically escorted. Some of the evaluation results are presented here.
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Fellahi, Nadjla. „Globalization Processes in Architecture“. In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.002.
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The beginning of globalization according to Karl Marx’s anticipation when the Bourgeoisie class were expending their products to reach the whole globe starting from the mid of the 19th century, other scholars assume that globalization can be seen as a thread run through all the past humanities starting from our ancestors and their migration across the world which makes no fixed beginning nor an expected end of it. Globalization changed the relations between producers and consumers, also it broken various links between labor with family, daily life, as well as national attachments. The objective of this article is to discuss the progress of the globalization in the field of architecture, its signs, and its processes. The article also demonstrates how the aspect of localities has been affected by the global forces which will be done through two case studies: Algiers and Istanbul. The results expose that Globalization approach can be defined from various perspectives, but what common in these viewpoints is the "Mobility" of thoughts, objects, people, and ideas between regions, nations, and continents. The stereotype aspect of global cities which characterized by tall-sized buildings, the new materials, the sophisticated facades, new technologies etc., has impacted on the priorities of people and authorities of various countries like Algeria, and Turkey.
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Kumar K., Vinod, Sreekutty U., Varna Mary George und Arun K. „Life Quality or Better Income: Understanding the Reasons for Migration and PR of Students from Kerala, Studying Abroad“. In 2nd Indian International Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2022. http://dx.doi.org/10.46254/in02.20220447.
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Vesković Anđelković, Milica. „The impact of social mobility on the (re)construction of identity among international students – case study of Serbia“. In Population in Post-Yugoslav Countries: (Dis)Similarities and Perspectives. Institute of Social Sciences, 2024. http://dx.doi.org/10.59954/ppycdsp2024.18.
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The presentation starts from the assumption of variability in the perception of personal identity in terms of its constant reconstruction and reshaping under the influence of different social environments with which individuals have interactions. Besides this, it assumes the subsistence of an identity core established during primary socialization. From the perspective of identity change, migrant populations are highly attractive due to the inevitable shift in social context. International students stand out specifically due to their interactions with peers from diverse cultures on campuses and universities where they reside, implying engagement with a multicultural social environment. In the investigation of the reconstruction of identity among international students in this presentation, special emphasis is placed on the influence of their vertical social mobility on the perception and reshaping of identity, as well as on their attitudes toward national identity. The analysis utilizes empirical material collected during 2023 and 2024. Data collection methods involve qualitative approaches (focus groups held in Belgrade and Novi Sad) and quantitative methods, including an online questionnaire conducted among the population of students from Serbia studying abroad or who have returned from education outside Serbia. Social mobility is operationalized through questions regarding the education and occupation of parents, while the perception of identity change is operationalized using questions about their self-assessment of the impact of another environment on the formation of their identity. Preliminary results indicate that the influence of the environment, as well as the sense of progress on the social ladder, significantly impacts the attitude towards identity following the experience of migration. Additionally, it is assumed that a higher degree of mobility also influences a greater disparity in the experience of identity before and after migration, in terms of the need to suppress identity core. The research was conducted as part of the IS-MIGaIN project (International Student Migration in the Serbian Context and (re)construction of Identity: Main Issues and Inputs for policy-making), funded by the Republic of Serbia's Science Fund.
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Lukić, Vesna, Nena Vasojević und Jelena Predojević-Despić. „International student population in Serbia across time and space“. In Population in Post-Yugoslav Countries: (Dis)Similarities and Perspectives. Institute of Social Sciences, 2024. http://dx.doi.org/10.59954/ppycdsp2024.17.
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The international mobility of students in tertiary education has increased significantly over the last few decades globally. A highly educated workforce with international educational experience is an important element of societal progress. Students are specific migrant group that are migrating in order to improve their human capital at certain stage of the life course. General patterns of social transformation linked with international education call up for more research and a better understanding of the internationalisation of education. Until the 1990s, Serbia had a long tradition of educating scholarship holders abroad, as well as international students at domestic universities that renewed in the 2000s. However, despite the growing importance of international students for societies of origin and destination and the aforementioned tradition, this is an underexplored topic in Serbia. This article uses additionally processed 2011 and 2022 Census data in Serbia on international students studying in our country, who according to the definition of the censuses are included in the total population. Students from the former Yugoslav republics who are studying in Serbia were analysed independently. Descriptive statistical analysis was used for data processing in order to present and highlight selected characteristics of international students in Serbia from a time-space perspective. The new 2022 Census international student population data show how this migrant population subgroup has changed over the last decade. Besides the ambition that our findings shed light on new insights regarding this migrant population, the intention is to contribute to this under-researched topic within the demographic and sociological literature in Serbia. Quantitative empirical research aimed at mapping this population in Serbia is conducted as starting part of the scientific project IS-MIGaIN, where mixed method research will be applied aiming to broaden the scientific understanding of international student migration and identity nexus in the context of traditionally emigration countries, such as Serbia.
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Ercilasun, Mustafa, Ayşen Hiç Gencer und Özgür Ömer Ersin. „Modeling the Determinants of Internal Migration in Turkey“. In International Conference on Eurasian Economies. Eurasian Economists Association, 2011. http://dx.doi.org/10.36880/c02.00378.
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This paper aims to investigate major determinants of interprovincial migration in Turkey until 2010. In recent decades the magnitude of migration in absolute terms has increased considerably: During 1975-1980, 3.6 million people migrated, which constitutes 9.4% of the total population. These numbers have increased to 6.7 million people and 11.2% in the 1995-2000 period. The rate of increase is especially tremendous for the 1985-1990 period with 41%. Over the years the composition of migration has also changed: In the past rural-to-urban migration was predominant; however, today there is remarkable amount of urban-to-urban migration. During 1975-1980, 66% of the total migrants were towards urban centers, which increased to 75% during 1995-2000. On the other hand, the percentage of total migrants towards the village centers declined from 34 to 25 in the respective periods.
From 2008 on, the Turkish Statistical Institute (TUIK) started publishing yearly unemployment statistics at provincial level, which permits an analysis of Turkey’s migration patterns within the Harris-Todaro framework. Moreover since 2007, TUIK started implementing Address Based Population Registration System, which enables tracking migration moves continuously, rather than by intermittent five to ten year periods. However, data was not adequate to test Turkey’s migration within the Harris-Todaro framework, especially due to lack of average wages at the provincial level. Therefore, utilizing the 2010 provincial level data, we tried to explain Turkey’s internal migration based on variables such as population born outside of their current province, number of university students, and a proxy variable we developed for average wages.
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Campos, Pedro. „The use of microdata versus aggregated data in teaching and learning migration statistics“. In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16501.
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Data analysis and visualization of real data is important when it comes to teach and learn social phenomena, such as migration, unemployment, poverty, etc. The interdependency of the variables allows for the use of multivariate techniques along with rich and authentic data from official agencies or other data providers. However, certain phenomena are confidential at individual level, or are not easy to capture, so raw data is not always available for certain types of data. The purpose of this paper is to share a teaching experience at the tertiary level using individual data of migration, where students explore several socioeconomics aspects related to migration in the overall population dynamics using micro and macrodata.
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Kovačič Kuzmić, Martina, Matija Jenko und Jurka Lepičnik Vodopivec. „CHALLENGES OF CONTEMPORARY SCHOOL FROM THE PERSPECTIVE OF FUTURE TEACHERS“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.15k.
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Globalization, technological development, and migration are just some of the factors the modern society is facing, with its many challenges that inevitably affect the field of education. Many authors find that society, as we know it, is in the process of profound transformation which, firstly, brings about the need and necessity to reflect the knowledge and competencies needed to live and work in the future, and secondly, encourages new forms of education and teaching to enhance these competencies. In doing so, the question is whether schools are following these trends and if teaching methods are moving from conventional to more modern pedagogical approaches. The aim of the article is to identify the views of the students of the Faculty of Education, University of Primorska on the knowledge and competencies that would be indispensable for teachers in the future
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Tagil'ceva, E. V., A. N. Sultanova und T. YU Sycheva. „Features of students' stress resistance in conditions of foreign migration in depending on the level of cultural awareness“. In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-10.
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Globalization and intercultural clashes have become an integral part of the life of the modern world. In 2013, every 33 people in the world were migrants. (Alexander S. English et al., 2015) Migrants, arriving in a new country of residence, do not always adapt quickly, experiencing stress. The stress associated with acculturation in the transition to a new culture arises from the inability to establish communication with local residents. The culture is dynamic, constantly changing from generation to generation, adapting to changes in the world and technology. Moreover, culture, as Zeng understands, is specific to each person and therefore ethnicity or race is more important (Tseng & Streltzer, 2001).
Berichte der Organisationen zum Thema "Students from migration"
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Berggren, Erik, Hrsg. Master in Ethnic & Migration Studies: Migration from Ukraine. Linköping University Electronic Press, September 2022. http://dx.doi.org/10.3384/9789179295103.
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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). Every Spring we give the first-year students the task to apply their knowledge in migration and ethnic relations on a chosen topic. The report is produced during few weeks by the students themselves. This is the sixth issue of REMS – Reports from the Master of Arts program in Ethnic and Migration Studies. This year we focus on the ongoing war in Ukraine and specifically its consequences for Ukrainian refugees fleeing the war, as well as on the Swedish and European reception of refugees. We cover far from all, but some important, aspects of the ongoing catastrophe this war entails for everybody involved. Despite a feeling of powerlessness and despair when war takes over and seem to block our capacity to think and act, it is even more important that intellectuals, researchers, and students, stick to the pens and insist on trying to understand, continue to analyse and investigate what is going on.
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Berggren, Erik. Migration and Culture. Linköping University Electronic Press, August 2024. http://dx.doi.org/10.3384/9789180757638.
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This report is written by students in the Ethnic and Migration Studies Master’s Programme, part of the Research Institute in Migration, Ethnicity, and Society (REMESO) at Linköping University, based on the Norrköping campus. REMESO is an internationally renowned institute that pursues research in migration and ethnic relations. The Master’s Programme is highly sought after, with students coming from all over the world to attend. Their interest in how migration transforms the world and how it influences other social phenomena has fuelled their work in this publication. In their first year of studies, students take the course Critical Cases in Ethnic and Migration Studies, led by Erik Berggren as course coordinator and Kenna Sim-Sarka. The course is designed for students to apply the theoretical knowledge and experiences gained throughout the first year’s courses to produce articles beyond an academic audience for the broader public. Each REMS report is based around a specific theme, with previous themes including migration and Covid-19, migration and Ukraine, and migration and democracy. The REMS report is one of the many ways in which we, as students, are trained to identify and analyse issues related to migration, integration, and diversity and to make research accessible to a wider audience. This year’s overarching theme is Migration and Culture, sparked by recent developments in Sweden’s and Norrköping’s politics of decreasing and cutting funds for cultural activities. Arts and culture are both areas of expression for migrant communities and people on the move, as well as those fighting against racism, discrimination, and exclusion. The current debate on “Swedish culture” and on a “Swedish cultural canon” recalls monolithic understandings of culture as a natural and immutable construct, contributing to the polarisation of views rather than the multiplication of perspectives and conceptions of it. Like culture, which can be visualised as a tapestry created from different threads, different contributions, woven together to form something complex, this report is also a collection of varied articles, united by a common theme. Some articles in this report look at the accessibility of culture in Sweden and its transmission through all kinds of mediums, such as TV programmes; others engage artists or “social artists” who care about issues like migration and the fight against racism and discrimination, and some focus on specific aspects of culture and arts, such as language, food, and music. The first-year students of EMS, 2024.
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Berggren, Erik, Hrsg. Migration and democracy. Linköping University Electronic Press, Juni 2024. http://dx.doi.org/10.3384/9789180753036.
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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). At the end of the first year of the Programme, students take the course “Critical Cases in Ethnic and Migration Studies” with Erik Berggren as Course Coordinator. In this course the students apply their knowledge and experiences in Ethnic and Migration studies to produce their own articles on a given theme. This year´s theme is “Migration and Democracy” sparked by recent moves towards more restrictive and punitive migration policies around the world, including Sweden. This development gives reasons to look into questions of democracy in connection to migration policy, at migrants (immigrants, refugees, and asylum seekers) inclusion or exclusion from different realms of society, and, not least, if migrants, and immigrants, are seen as rights-bearing subjects or not. The articles engage with different aspects of migrant experiences, and democratic, social, and educational exclusions or inclusions. Many texts go beyond Sweden and Europe and look to South America. Some seek the voices of migrants themselves. Other articles deal with anti-immigrant policies and rhetoric, their structure and how they are rationalised. The International Master’s Programme in Ethnic and Migration Studies is a part of the Institute for Research in Migration, Ethnicity and Society (REMESO), at the Department Culture and Society (IKOS) at LiU. Programme Director is Professor Claudia Tatzreiter. REMESO is an international institute that pursues research and education. The REMS report is one of the ways in which we, as students, are trained to identify and analyse problems related to migration, integration, and diversity and to make research and education accessible to a wider audience. The first-year students of EMS, 2023.
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Contreras, Dante, und Sebastián Gallardo. The Effects of Mass Migration on The Academic Performance of Native Students: Evidence from Chile. Inter-American Development Bank, Juni 2020. http://dx.doi.org/10.18235/0002732.
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Bakhtiar, M. Mehrab, Abu Sonchoy, Muhammad Meki und Simon Quinn. Virtual Migration through Online Freelancing: Evidence from Bangladesh. Digital Pathways at Oxford, August 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/03.
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Youth unemployment is a major issue in many developing countries, particularly in locations not well connected with large urban markets. A limited number of available job opportunities in urban centres may reduce the benefit of policies that encourage rural–urban migration. In this project, we investigated the feasibility of ‘virtual migration’, by training rural youth in Bangladesh to become online freelancers, enabling them to export their labour services to a global online marketplace. We did this by setting up a ‘freelancing incubator’, which provided the necessary workspace and infrastructure – specifically, high-speed internet connectivity and computers. Close mentoring was also provided to participants to assist in navigating the competitive online marketplace. We show the exciting potential of online work for improving the incomes of poor youth in developing countries. We also highlight the constraints to this type of work: financing constraints for the high training cost, access to the necessary work infrastructure, and soft skills requirements to succeed in the market. We also shed light on some promising possibilities for innovative financial contracts and for ‘freelancing incubators’ or ‘virtual exporting companies’ to assist students in their sourcing of work and skills development.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, Juli 2022. http://dx.doi.org/10.46661/rio.20220727_1.
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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, März 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.
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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.