Hard, Soft, and Smart Power – Education as a Power Resource

Raimzhanova, Aigerim

doi:10.3726/b11642

Cited by 4 publications

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“…On the other hand, most scholars describe hard power as that which can only be felt, experienced and measured. It consists mainly of a state's military and economic might (Mearshiemer 2010, Pallaver 2011, Johari 2014, Raimzhanova 2015.…”

Section: Introductionmentioning

confidence: 99%

Rethinking Nigeria’s soft power capability as a regional leader in Africa

Eshiett

Dayıoğlu²

2023

MKP

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Nigeria has always been seen as a significant regional player in Africa, and the country has not hidden its aspiration to be its leader. However, recent events, particularly in the fourth republic between 1999 and to date, have seen this ambition decline significantly. The study interrogates Nigeria’s soft power leadership capability as contemporary power diffusion theory and its ambition to be a regional leader in Africa. It examines various ways Nigeria can rethink its soft power strategies to achieve its age-long regional aspiration. The qualitative research method was adopted for the study, while primary and secondary sources were used in collecting data for the research. Findings reveal that Nigeria’s neglect and underutilisation of its strategic soft power tools in gaining regional influence continue to inhibit its African leadership ambitions. The study recommends a dynamic policy of developing and deploying significant soft power resources to boost Nigeria’s leadership in Africa.

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Section: Introductionmentioning

confidence: 99%

Rethinking Nigeria’s soft power capability as a regional leader in Africa

Eshiett

Dayıoğlu²

2023

MKP

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Soft power of higher education: the perceptions of Russia as an educational destination by students at Rhine-Waal University of Applied Sciences

Savelchev

2024

SN Soc Sci

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On the Perceptions of Russia as an Educational Destination by the Students at German University

Savelchev

2023

Upravlencheskoe konsul'tirovanie

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Purpose. The purpose of the article was to explore how Russia is perceived as an educational destination among undergraduate (B. A.) and postgraduate (M. A.) students at Rhine-Waal University of Applied Sciences (Kleve, Germany) during the summer semester 2022.Methods. The research was conceived as a reflective study based on the case-oriented research design and with a single case examined: the Rhine-Waal University of Applied Sciences (Kleve, Germany) and its undergraduate (B. A.) and postgraduate (M. A.) students. To address the research question: “How is Russia being perceived as an educational destination by undergraduate (B.A) and postgraduate (M.A) students at Rhine-Waal University of Applied Sciences in Germany?”, a mixed method was selected with archival and document-based research which was paired with a survey as a data collection technique; and a content analysis as a strategy for data analysis.results. Results of this survey have showed that 79% of respondents would like to visit Russia, but only 18% of respondents may consider Russia as a place to go studying (results are based on 33 replies out of 7390 students in total — the justification of small sampling is explained in the Methods part). Strikingly low interest to study in Russia was explained by 1) other educational destination preferences; 2) language barrier, and 3) lack of information on the Russian study programs and 4) insufficient financial support of studying in Russia. In addition, the survey results indicated that the negative perceptions of Russia as an educational destination could be related to the different values held by the students at the Rhine-Waal University of Applied Sciences, and those held by general population in Russia (as perceived by the students), but this would require further investigation.Conclusions. There are three major findings resulting from this study. Firstly, there is an inadequate attention in International Relations’ literature on the influence of international student mobility and change in students’ worldview and values. Secondly, higher education and international student mobility are considered as one of the instruments for value promotion and factors contributing to the soft power of the states. Thirdly, the results of Rhine-Waal University of Applied Sciences case seem to confirm Sylvie Lomer’s hypothesis that students are already positively predisposed to the country where they intend to go studying.

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Hard, Soft, and Smart Power – Education as a Power Resource

Cited by 4 publications

References 0 publications

Rethinking Nigeria’s soft power capability as a regional leader in Africa

Rethinking Nigeria’s soft power capability as a regional leader in Africa

Soft power of higher education: the perceptions of Russia as an educational destination by students at Rhine-Waal University of Applied Sciences

On the Perceptions of Russia as an Educational Destination by the Students at German University

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