Globalization and International Student Mobility: A Network Analysis

Shields, Robin

doi:10.1086/671752

Cited by 110 publications

(77 citation statements)

References 50 publications

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“…Thus, determinants of cross-national student mobility are largely debated, and with the exemption of Shields (2013), most research focuses on analyzing the phenomenon more or less exclusively from one of the above outlined perspectives. In this article, we analyze the phenomenon combining and testing aspects of the different perspectives (e.g., economic and cultural factors).…”

Section: [Uropean] H[igher] E[ducation] A[rea] Countriesmentioning

confidence: 99%

Networks of international student mobility: enlargement and consolidation of the European transnational education space?

Vögtle

Windzio

2016

High Educ

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In this paper, we investigate the impact of membership in the Bologna Process on patterns and driving forces of cross-national student mobility. Student exchange flows are analyzed for almost all Bologna Process member states and non-Bologna OECD members over a ten-year period (from 2000 to 2010). We apply a social network approach focusing on outbound diploma mobility. Based on social network analyses, we first visualize the exchange patterns between sampled countries. In doing so, we analyze the student exchange linkages to gain descriptive insights into the development of the network. Second, we use exponential random graph models (ERGM) to test which factors determine transnational student mobility. The results of our network analyses reveal that crossnational student exchange networks are stable over time. At the core of these networks are the USA, Great Britain, France, and Germany; they attract highest shares of students from most remaining countries in our sample. Moreover, the results of the ERGM demonstrate that homophily between countries determines student exchange patterns. The most relevant ties exist between bordering countries. Moreover, membership in the Bologna Process impacts on mobility patterns, and the effect size increases over the periods investigated.

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Section: [Uropean] H[igher] E[ducation] A[rea] Countriesmentioning

confidence: 99%

Networks of international student mobility: enlargement and consolidation of the European transnational education space?

Vögtle

Windzio

2016

High Educ

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“…Kell and Vogl (2012) examine student mobility and indicate that the international higher education market has been rapidly growing. The number has increased from 600,000 international students in 1975 to 2.9 billion in 2006 (Kell & Vogl, 2012), and exceeded 3 million in 2009 (Shields, 2013). Favourite destinations for international students are English-speaking countries the United States, United Kingdom, Canada, Australia, and New Zealand (Shields, 2013).…”

Section: Development and Emimentioning

confidence: 99%

“…The number has increased from 600,000 international students in 1975 to 2.9 billion in 2006 (Kell & Vogl, 2012), and exceeded 3 million in 2009 (Shields, 2013). Favourite destinations for international students are English-speaking countries the United States, United Kingdom, Canada, Australia, and New Zealand (Shields, 2013). Asia has contributed the most international students, making up approximately 47.7% of total international students in the OECD countries (Kell & Vogl, 2012, p. 2).…”

Section: Development and Emimentioning

confidence: 99%

The Vietnamese Agenda of Adopting English as a Medium of Instruction

Nha¹

2017

JFS

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English as a medium of instruction has been recently adopted in Vietnam's educational system. This gives rise to a concern as why a Vietnamese-speaking country decided to endorse EMI programs as one of its critical educational reforms. This paper aims to analyse the literature to explore the various agendas (social, economic, political, and educational) that underlie the EMI expansion. It examines the world literature as a framework of reference for analysing the Vietnamese case. Hopefully, the paper will provide policymakers and implementers insights into the EMI processes to maximise the benefits and avoid pitfalls.

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“…• Other, global, e.g., "Globalization and International Student Mobility: A Network Analysis" (Shields 2013). …”

Section: Studies Of "Education In Many Lands"mentioning

confidence: 99%

Knowledge production in a constructed field: reflections on comparative and international education

Nordtveit

2015

Asia Pacific Educ. Rev.

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Globalization and International Student Mobility: A Network Analysis

Cited by 110 publications

References 50 publications

Networks of international student mobility: enlargement and consolidation of the European transnational education space?

Networks of international student mobility: enlargement and consolidation of the European transnational education space?

The Vietnamese Agenda of Adopting English as a Medium of Instruction

Knowledge production in a constructed field: reflections on comparative and international education

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