Migration of Foreign Students to the United States

Agarwal, Vinod B.; Winkler, Donald R.

doi:10.2307/1981208

Cited by 20 publications

(15 citation statements)

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“…Huang (1988) concludes that US immigration policy is an important and effective factor affecting the status adjustment from student to immigrant. Agarwal and Winkler (1985) note that immigration laws that make adjustment of visas possible play an important role in the decision to stay in the United States. Other factors such as political upheaval in the country of origin, racial and religious persecutions, and the avoidance of military service also affect non-return rates.…”

Section: Brief Literature Reviewmentioning

confidence: 99%

Factors influencing career location preferences of international graduate students in the United States

Musumba

Jin

Mjelde

2011

Education Economics

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Section: Brief Literature Reviewmentioning

confidence: 99%

Factors influencing career location preferences of international graduate students in the United States

Musumba

Jin

Mjelde

2011

Education Economics

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“…The main demand for foreign study is by students from the Third World who seek to study in the industrialized nations (Agarwal and Winkler 1985a;Agarwal and Winkler 1985b). There are ebbs and flows that relate to the policies of specific governments, the world economy, economic and political conditions in specific countries, and others.…”

Section: Patterns Of Foreign Study: From the Third World To The Westmentioning

confidence: 99%

Impact and adjustment: foreign students in comparative perspective

Altbach

1991

High Educ

101

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Foreign study is a multifaceted phenomenon -its impact is felt on academic institutions in both the 'host' and 'sending' countries, on the economies of nations, and of course on the individuals involved. With more than one million students studying abroad, foreign study has assumed considerable importance in higher education planning. This article considers the many aspects of foreign study and discusses the interrelationships of these elements. The policies of the 'host' nations, for example, have an impact on higher education planning in the sending countries. The non-return of foreign students, traditionally referred to as the 'brain drain', is considerably more complex than was once thought since Third World graduates settled in the industrialized nations often retain contacts with their home countries and increasingly return after a period abroad. This article also considers the various 'push' and 'pull' factors which determine the constantly changing flow of foreign students.Higher education is increasingly international -and foreign students are among the most important and visible elements of this internationalism. There are well over one million students studying outside the borders of their countries-about a million of these are in OECD nations. The large majority of the world's foreign students are from the developing countries of the Third World but flow patterns are complex and subject to change (Zikopoulos 1989). Other elements of the internationalization of higher education are also of considerable importance -the domination of the world's research enterprise by a small number of major industrialized nations, the centralization of publication and data transmission networks, the widespread use of English as the world's major scientific language and others have implications for foreign study as well (Altbach 1987). In fact, foreign students are at the center of a complex network of international academic relationships. They are the human embodiments of a worldwide trend toward the internationalization of knowledge and research in an integrated world economy.This essay is concerned with several important aspects of the foreign student phenomenon -those relating to the flow of students from the Third World to the industrialized nations including the impact of foreign students on academic institutions and the impact of foreign study on the students as well as policies relating to these key questions. Its purpose is to reflect on some of the most important generalizations of the available research literature (Altbach, Kelly and Lulat 1985; Altbach and Wang 1989).

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“…Despite this, the majority of cross-border ventures remain one-directional: from developed to developing countries. Consequently, when it comes to pursuing higher studies in a foreign country, there is a significant 'brain drain' from developing to developed countries (Agarwal & Winkler, 1985a, 1985bAltbach, 2005;Varghese, 2009), while very few students from developed countries choose to continue their higher studies in HEIs in developing countries. Although in theory, laissez-faire liberalisation policies implemented by developing countries because of the government inability to provide academic support might facilitate the process of studying abroad by not setting barriers and enabling students to choose to study wherever they wish, in practice many governments have defined a list of approved qualifications and foreign HEIs from which national students may acquire their degrees (Malaysia, India, Lebanon are examples) (Altbach, 1991;UNESCO, 2011).…”

Section: Causes Of Cross-border Educationmentioning

confidence: 99%

Globalisation and higher education: from within-border to cross-border

Youssef

2014

Open Learning: The Journal of Open, Distance and e-Learning

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Globalisation, the shift to a knowledge economy, and changing demographics are increasingly challenging higher education systems. The move from elite through mass to universal education, coupled with the internationalisation of higher education, has profoundly influenced the system, especially in terms of academic mobility. It has created new fields and challenges for policy-makers. New forms of international education have emerged, including cross-border education. Commercialised for-profit cross-border degree mills and rogue providers have gained new grounds and jeopardised the quality of higher education services and qualifications because of the worthless qualifications and shoddy service levels that they may provide. The focus of national quality assurance agencies, which was previously not related to the assessment of the quality of 'imported' and 'exported' programmes, has been challenged. This paper provides a theoretical overview of the main developments in the cross-border education level. It focuses on cross-border education opportunities and threats, and on the various international frameworks that regulate these new forms of higher education.

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Migration of Foreign Students to the United States

Cited by 20 publications

References 0 publications

Factors influencing career location preferences of international graduate students in the United States

Factors influencing career location preferences of international graduate students in the United States

Impact and adjustment: foreign students in comparative perspective

Globalisation and higher education: from within-border to cross-border

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