341 research outputs found
Fees, Funding and Overseas Study: Mobile UK Students and Educational Inequalities
An article in The Guardian in 2006 claimed that: \'some bright students have found an answer to the fees nightmare: in Europe\'. It went on to argue that the introduction of variable fees in the UK in 2006 had encouraged some UK students to consider moving overseas for their degrees and, in particular, to European countries such as Sweden and the Netherlands, which charged low fees or no fees at all. While there have been a small number of further press reports which have indicated that changes to the funding of higher education in the UK have encouraged more young people to consider seriously the possibility of studying abroad, we still know relatively little about the impact of financial factors on a decision to pursue a degree overseas. Although many researchers have explored the economic rewards which often accrue in the medium- or long-term as a result of overseas study, the academic literature has much less to say about both the impact of fee differentials on young people\'s decision-making, and the resources upon which they draw to fund a period of study overseas. In an attempt to redress this gap, this paper draws on data from a qualitative study of young UK citizens who had either completed a degree abroad, or were seriously considering moving overseas for this purpose, to explore the impact of short-term economic calculations on their decisions, and the sources of funding upon which they drew. In doing so, we argue, firstly, that there are important differences between mobile students: those who moved abroad for an undergraduate degree tended to be from more privileged backgrounds than those who moved for postgraduate studies and, as a result, considerably less sensitive to price differentials. Secondly, we suggest that, despite important differences in economic capital, both undergraduates and postgraduates were able to draw on significant cultural resources. This raises questions about the extent to which overseas opportunities can be opened up more widely, to include a greater cross-section of young people.Higher Education, Students, Tuition Fees, International Education, Cultural Capital
The Validity of Retell Coding Procedures in Elementary School Students with Dyslexia
This study examined the psychometric properties of two common frameworks for scoring retell data, those based on clauses, and those based on idea units, using a longitudinal sample of 36 third- and fourth-grade students with dyslexia. Results from the clause-based and idea unit-based scoring frameworks were compared to two standardized, norm-referenced measures of reading comprehension (i.e., the GORT-5 and IOWA Assessments). The two scoring methods were found to correlate robustly to one another and both were sensitive to growth across the year. Both scoring methods of the retell measures also moderately correlated to the criterion measures of reading comprehension. However, retell may not accurately classify struggling readers. Lastly, trends in the retell data across reading modality (oral versus silent reading) suggest that additional research is warranted
An analysis of the UK's Turing Scheme as a response to socio-economic and geo-political challenges
Following its departure from the European Union in 2020, the UK left the Erasmus + student mobility scheme, replacing it with the âTuring Schemeâ. The scheme is underpinned by four key objectives that address what the government sees as particular socio-economic and geo-political challenges: to promote âGlobal Britainâ, through âforging new relationships across the worldâ; to âsupport social mobility and widen participation across the UKâ; to develop âkey skillsâ, bridging âthe gap between education and workâ; and to ensure âvalue for UK taxpayersâ in international student mobility. In this paper, we draw on an analysis of the websites of 100 UK higher education institutions to explore the messages given to students about the Turing Scheme. In particular, we focus on geopolitical positioning through âGlobal Britainâ, the perceived importance of socio-economic diversification through âwidening participationâ, and the underexplored role played by third parties in the provision and administration of the Turing Scheme (and study abroad more broadly)
Partial, hierarchical and stratified space? Understanding 'the international' in studies of international student mobility
This paper analyses the way in which âinternationalâ is mobilised in relation to international student mobility (ISM), focusing on three areas in particular: its role in motivating students to undertake ISM; how it shapes experiences of ISM; and, finally, how conceptions of the international influence the impacts of ISM (in terms of studentsâ identities and labour market outcomes â the dominant themes within the extant literature). It argues that particular ideas of âthe internationalâ determine where students choose to study and how those destinations are framed and positioned hierarchically. Similar ideas also underpin studentsâ experiences of ISM, with social class and family background playing an important additional role. The impacts of ISM are also related to conceptions of âthe internationalâ: studentsâ post-study identities were seen as âinternationalâ but also âtransnationalâ, ethnic, religious or racially constructed. Finally, we show how an âinternationalâ degree is seen as a valuable commodity in many labour markets, but that the literature paints a more nuanced picture, where such qualifications are valued in particular employment sectors, attached to particular countries and not, as might be assumed, universally valorised. Furthermore, conceptions of an âinternational careerâ are predictably limited and proxy for Anglophone countries located in the Global North
The art of internationalisation: 'unstrategic' dialogical cosmopolitanism within secondary schools in England
This paper explores English schoolsâ engagement with âinternationalisationâ in the context of funding cuts and a highly pressured audit culture. The broader literature suggests two reasons why schools might partake in âinternationalisationâ. The first concerns the âstrategic cosmopolitanââschools are complicit in facilitating cosmopolitanism amongst the pupil body so that young people may attain âpositional advantageâ in a crowded international or global labour market. The second invokes a deeper sense of ethics and a more equal âexchangeâ of ideas. We use âartâ as a lens to explore this latter conception: proposing that artistic pursuits enable a more dialogic notion of internationalisation to develop. Focussing on international exchanges between schools in the Global North and Global South that foreground specifically artistic projects (involving drama, literature, fashion, textiles, art, creative writing, film making, dance and music), we illustrate a potentially more ethical, rich and meaningful form of âinternationalisationâ, which does not obviously conform to the notion of inherent and demonstrable (capitalised) value. We propose that educational value might be understood differently: in non-strategic, intrinsic and more essential ways, and that, furthermore, internationalisation can be fun
Migrating Towards Minority Status: Shifting European Policy Towards Roma
During the 1990s, European policy towards Roma evolved from concern about migration toward rhetoric about rights. In this article we trace that shift across two OSCE reports. Following rhetorical-action models, we show how the EU\u27s commitment to enlargement and common values compelled it to elaborate an internal approach to minority protection. Concerns about migration persist, but Europe now has to consider how to integrate Roma as minorities
International higher education and the mobility of UK students
Acknowledgements This research was funded by the British Academy Larger Research Grants Scheme (2007)(2008). The authors would like sincerely to thank Helena Wilson for her help with the collection of data and Sandra Mather, at the University of Liverpool, who created the maps used here. We would also like to thank the 85 respondents who were interviewed as part of the project, and participants at workshop on Student Mobilities held at the University o
International education and the employability of UK students
A common theme within the literature on higher education is the congested nature of the graduate labour market. Researchers have highlighted the lengths to which many students now go, in response to this congestion, to 'distinguish themselves' from other graduates: paying increased attention to university status; engaging in a range of extra-curricular activities; and pursuing postgraduate qualifications. Studies that have focused on the strategies of Asian students, specifically, have pointed to the important place of studying abroad as a further strategy in this pursuit of distinction. Given that there is now some evidence that the number of UK students enrolling on a degree programme overseas is increasing, this article explores the extent to which an overseas education can be seen as part of a broader strategy on the part of British students to seek distinction within the labour market and whether such an education does indeed offer tangible employment benefits. © 2012 British Educational Research Association
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