The growth of international students and economic development: friends or foes?

Adnett, Nick

doi:10.1080/02680931003782827

Cited by 71 publications

(48 citation statements)

References 22 publications

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“…In many countries the rapid expansion and massification of higher education, along with the rise in costs of providing it have created a funding dilemma which governments have not been willing to resolve through additional public funding (Adnett, 2010). The public revenue streams of most countries cannot keep pace with demand; a situation further exacerbated by the current global economic crisis (Altbach et al, 2009).…”

Section: Decreasing Public Funding Of Higher Educationmentioning

confidence: 99%

“…For host countries and institutions to be competitive with respect to global knowledge production, it is essential they attract international students studying at the postgraduate level (Altbach et al, 1985;NRC, 2005;Douglass and Edelstein, 2009). International postgraduates especially have a significant and positive impact on teaching and research, and their recruitment is particularly important as they tend to be concentrated in the STEM fields 3 (Altbach et al, 1985;Finn, 2007;Casey, 2009;Adnett, 2010). Many host countries also consider international students as a talent pool for recruiting highly skilled human capital needed in the labour market purposely crafting their migration policies to attract the best and the brightest students to apply for study (ACE, 2006;Suter and Jandl, 2008;Teichler and Yaĝci, 2009).…”

Section: The Host Country Perspectivementioning

confidence: 99%

“…Additionally, highly educated migrants often form social and professional bridges and other networks between their home and host countries sharing their expertise, assisting in the economic and social development of their home country, and developing relations between nations (Morgan, 2005;Lee, 2008). Another potential benefit of international graduates who do not return home may come in the form of remittances or transfers of money from international migrants to family members at home Adnett, 2010).…”

Section: The Source Country Perspectivementioning

confidence: 99%

See 2 more Smart Citations

Where should I study?: international students’ perceptions of higher education in the UK, Ireland, and the U.S.

Rounsaville

2013

Compare: A Journal of Comparative and International Education

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In the thesis I examine international student decision-making arguing that there is a gap in knowledge about the theoretical frameworks which have been applied to understanding this issue. A comprehensive review of the literature showed that thus far the foremost theory utilised for explaining international student decision-making is the Push-Pull Theory of Migration, a theory which is primarily quantitative. This research innovatively uses a theoretical framework combining three influential capital theories based on a qualitative methodology. Using this theoretical framework, I sought a deeper, and potentially new and different understanding of why international students choose to study abroad and why they select particular host countries -the two questions traditional Push-Pull Theory seeks to answer.The three capital theories used are Human, Cultural and Social Capital. Using these to understand the decision-making of international students begins with the premise that individuals invest in international education in the hope of achieving some aim or reaping some benefit. As these theories originate from two different disciplines, I argue that such an approach provides a more multifaceted perspective for understanding students' decision-making. Each of these theories, including their strengths and weaknesses, is discussed in detail in the thesis.The context for the study is provided through an examination of the impact of globalisation and neo-liberalism on the political, economic, socio-cultural, and technological trends of recent decades. It also considers the growing internationalisation and marketisation of higher education, including a greater emphasis on and expansion of international student recruitment and mobility.The research notes that individuals are increasingly responsible for their own success in the global knowledge economy. International education is one way in which students can make themselves competitive in the labour market as well as obtain valuable sociocultural benefits. The research emphasises that higher education is becoming a privately rather than publicly-funded activity in which individual students (and often their families)

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Section: Decreasing Public Funding Of Higher Educationmentioning

confidence: 99%

Section: The Host Country Perspectivementioning

confidence: 99%

Section: The Source Country Perspectivementioning

confidence: 99%

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Where should I study?: international students’ perceptions of higher education in the UK, Ireland, and the U.S.

Rounsaville

2013

Compare: A Journal of Comparative and International Education

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“…Nonetheless, there has also been pronounced criticism of the internationalisation of education on the grounds that it contributes to the "brain drain" from developing countries (for a review, see e.g. Adnett, 2010). However, other research suggests that migrant-sending countries benefit through greater enrolments in their own educational institutions, facilitation of trade through networks of diaspora, return migration and remittances (see e.g.…”

Section: Introductionmentioning

confidence: 99%

Internationalisation of Education and Returns in the Labour Market

Poot¹,

Roskruge²

2013

Chiikigaku Kenkyu (Studies in Regional Science)

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

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“…Exposure in this context can take many forms, ranging from the creation of new courses focused on other countries and/or other cultures, changing the content of existing courses to better reflect international dimensions of the subject matter, study abroad programs for your own students, recruitment of students from other countries to foster more diversity in the student body, etc. Part, also, is financially motivated in two respects for western universities, in particular, but some others as well; foreign students are an important source of new students to supplement the domestic supply of students, which in many of these countries is a declining number, and hence, constitute an important new revenue stream for western universities (Adnett, 2010); and for some developing countries, it is cheaper or more cost-effective, at least in the short run, to have students study abroad rather than add to domestic capacity in the educational sector 2 . Examples of countries that have particularly addressed this approach are interalia Saudi Arabia, Brazil and China.…”

Section: Introductionmentioning

confidence: 99%

Internationalizing the University: A Case Study of a Canada-China Program

Yang¹,

Lesser²

2017

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Internationalization has become a goal of most universities in the world and includes increased student mobility across borders. Goals behind greater student mobility are mixed, but whatever the goals are, all institutions should strive to try to maximize the net benefits for students. An economics program between Dalhousie University in Canada and Shandong University of Finance and Economics in China is used to examine how net benefits can be maximized. Amongst the conclusions reached by the paper, it is students who participate in exchange or study abroad programs that will experience an increase in intercultural competence, which is a major benefit of the experience. A second significant conclusion is that language is a crucial determinant of success when students must adopt a foreign language when they study abroad. The paper also shows that faculty engagement is crucial to success. Strictly top-down programs that originate and/or reside in the central administration are less likely to have, and less likely to be successful without faculty engagement. The paper concludes that the institutions must have a commitment to the program that goes beyond a simple short term profit maximization motive but ultimately, the success of any program depends on the students themselves. Other factors can defeat a given program, but only the students can ultimately make a program successful.

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The growth of international students and economic development: friends or foes?

Cited by 71 publications

References 22 publications

Where should I study?: international students’ perceptions of higher education in the UK, Ireland, and the U.S.

Where should I study?: international students’ perceptions of higher education in the UK, Ireland, and the U.S.

Internationalisation of Education and Returns in the Labour Market

Internationalizing the University: A Case Study of a Canada-China Program

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