Friendship networks of the foreign students in schools of Barcelona: impact of class grouping on intercultural relationships

Motos, Sheila González

doi:10.1016/j.ijintrel.2016.08.005

Cited by 10 publications

(2 citation statements)

References 19 publications

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“…According to Beech [35], social networks of friendship and kinship are key determinants of international students' decision to pursue higher education abroad. Motos [36] further quantitatively analyzed the friendship networks of international students in Barcelona universities based on UCINET and Netdraw. Shields [37] found that the geographical concentration and spatial inequality of international students are increasing, and the international mobility of students is closely related to the changes in world trade transactions and international government organizations.…”

Section: Social Relations and Capital Network Of International Studen...mentioning

confidence: 99%

The Spatio-Temporal Dynamics, Driving Mechanism, and Management Strategies for International Students in China under the Background of the Belt and Road Initiatives

Li,

Wang,

Zhao

2023

IJGI

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The management of international students has become a new challenge that China and most countries in the world must face in the context of the “Belt and Road Initiative” (BRI) and the globalization of higher education. In this paper, we conducted an empirical study on international students in China (ISC) based on a combination of spatial econometric models and analytical methods such as BCG, GeoDetector, and DDCAM, trying to provide a basis for “evidence-based decision-making” by the government in the management of international students and talents. Quantitative analyses revealed significant diversity and spatial effects in the spatio-temporal dynamics of ISCs, with the emergence of star, gazelle, cow, and dog types, suggesting that the scientific management of ISCs requires both local adaptation (spatial differentiation and heterogeneity) and regional collaboration (spatial correlation and autocorrelation). There were many factors affecting the spatio-temporal dynamics of ISCs, and the force of different factors varied considerably, with the key factor more than 0.5 but the auxiliary factor being less than 0.2. Moreover, the factors had significant interaction effects, and a large number of super-interacting factor pairs emerged, with a joint force of more than 0.9, twice the force of a single factor. Generally, the factors had a complex driving mechanism, suggesting that ISC management requires identifying the key and important factors, while attaching emphasis to the synergistic effects among different factors. The recommendation is that China should manage ISCs in spatial zones and introduce differentiated development strategies and policies in different zones. In conclusion, this paper proposes a technical route integrating “dynamic analysis-driving mechanism-policy design” for international students, which is applicable to China, while providing a reference for the management and spatial planning design of international students in other countries in the world.

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Section: Social Relations and Capital Network Of International Studen...mentioning

confidence: 99%

The Spatio-Temporal Dynamics, Driving Mechanism, and Management Strategies for International Students in China under the Background of the Belt and Road Initiatives

Li,

Wang,

Zhao

2023

IJGI

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“…In Finland, the number of schools has diminished between 2008 and 2016 by 18% (Finnish National Agency for Education, 2019 [19]). The majority of schools that was closed or merged had a small student body.…”

Section: Structurementioning

confidence: 99%

Finland’s Right to Learn Programme

2022

OECD Education Policy Perspectives

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Finland has been widely regarded as one of the most successful education systems in the world. However, recent trends suggest that Finland's considerable achievements may be at risk. The country's performance in international student assessments has been declining over the past decade, as gaps among student groups and levels of school segregation have grown. In light of these developments, Finland is advancing a number of policies, notably under the umbrella of the Right to Learn (RtL) Programme, to improve quality and equity in early childhood education and care (ECEC), pre-primary and basic education. This analysis explores the Ministry of Education and Culture's (OKM) planned reforms in regard to the country's main education challenges and priorities. At the request of the Ministry, the analysis focusses on three main policy issues: (i) financing equity and quality in education, (ii) expanding participation and strengthen quality in ECEC, and (iii) equalising education opportunities through strengthening the local school policy. A final section looks at some of the cross-cutting issues that emerge from the OECD's analysis. This analysis offers policy considerations aimed at strengthening the design and implementation of the RtL Programme. 6  No. 61 -Finland's Right to Learn Programme: Achieving equity and quality in education OECD EDUCATION POLICY PERSPECTIVES © OECD 2022 goal of the Right to Learn Programme was to compensate previous budget cuts occurred between 2011 and 2015 in the education field.

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International Students: (Non)citizenship, Rights, Discrimination, and Belonging

Trần

Hoang

2020

The Palgrave Handbook of Citizenship and Education

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Friendship networks of the foreign students in schools of Barcelona: impact of class grouping on intercultural relationships

Cited by 10 publications

References 19 publications

The Spatio-Temporal Dynamics, Driving Mechanism, and Management Strategies for International Students in China under the Background of the Belt and Road Initiatives

The Spatio-Temporal Dynamics, Driving Mechanism, and Management Strategies for International Students in China under the Background of the Belt and Road Initiatives

Finland’s Right to Learn Programme

International Students: (Non)citizenship, Rights, Discrimination, and Belonging

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