The incidence of overeducation among international students upon graduation in Ireland: the effects of social capital and job searching methods

Wang, Zizhen

doi:10.1080/03323315.2020.1779109

Cited by 6 publications

(6 citation statements)

References 38 publications

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“…Regarding social capital theory, the collective body of theoretical work has increased our understanding of social capital theory’s applicability to different groups, such as Black people and women (e.g., Parks-Yancy, 2006) and international populations (e.g., Brändle & Häuberer, 2015; Wang, 2021). This theoretical baseline has also expanded our understanding of race by including individuals who provide tangible evidence of the social capital embedded in Black social relations (e.g., Akom, 2006; Wimberly, 2013).…”

Section: Discussionmentioning

confidence: 99%

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

McGee¹,

Jett²,

White³

2022

Journal of Diversity in Higher Education

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Black engineering and computing faculty face a host of racialized professional barriers, yet some do assume positions in university administration. Black engineering and computing faculty who transition into administrators are dual science, technology, engineering, and mathematics trailblazers, in their disciplines and in university leadership positions. Informed by social capital theory, their pathways from engineering and computing faculty to administrators reveal their ambition to: (a) increase Black representation by assuming administrative roles; (b) effect change, particularly in terms of diversity and equity; and (c) dynamically support students, faculty and staff members, and other administrators. Black faculty who transition to administrative positions contribute to the university's overall mission and vision of diversifying the leadership team, but it signals a loss of a Black faculty member whose primary duty is to teach and train future Black computing and engineering students and postdocs. This study expands the use of social capital theory into the domain of higher education administration by examining Black engineering and computing administrators at Historically White Institutions and Historically Black Colleges/Universities who drew from racially affirming social capital to secure upward mobility. We found that robust social networks and participation in leadership training programs were key features of the path from engineering and computing faculty to administration. Recommendations for practice and future research are shared to contribute to Black engineering and computing faculty's pathways toward university administration and leadership.

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Section: Discussionmentioning

confidence: 99%

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

McGee¹,

Jett²,

White³

2022

Journal of Diversity in Higher Education

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“…Commensurate with existing research on postgraduate and undergraduate students, the findings corroborate themes in recent literature on institutional discourses of internationalisation (Seeber et al, 2020), international students' experiences including loneliness, language difficulties, social resources and connection to host institutions (Arthur, 2017) relationships with 'home' students and resilience (Ploner, 2017), Internationalisation at Home (IaH) and experiences of racism and discrimination (Brown and Jones, 2013). Until recently, research on international postgraduate and undergraduate student experiences in Irish universities and society was generally sparse, although recent work contributes important insights around bridging social capital and job seeking among international graduates in Ireland (Wang, 2020), peer learning and international students in Irish universities (Idris et al, 2019) and IoC (Ryan et al, 2020). The opinions of Irish university staff members with regard to factors that help and hinder international student learning (O'Reilly et al, 2013), and staff engagement with IoC in Ireland (Ryan et al, 2020) is a significant theme in recent Irish research.…”

Section: Discussionmentioning

confidence: 99%

“…However, more research is slowly emerging (e.g. Dunne, 2009;Wang, 2020), partially due to the increasing prominence accorded to internationalisation in Irish higher education (HE) (Clarke et al, 2018) and the development of global critical scholarship on the topic. This emergent research has begun to investigate the opportunities/challenges that international students negotiate on entering new learning environments.…”

Section: Introductionmentioning

confidence: 99%

‘Reconceptualising internationalisation through students’ eyes’: Findings from a biographical study of female, international doctoral students in an Irish University

Moran

Green

Warren

2021

Irish Journal of Sociology

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This paper presents findings from an Irish qualitative study of postgraduate, female, international students. It focuses on their narrations of internationalisation, in respect of events leading them to become international students, and their reflections on their academic, interpersonal and societal experiences in Ireland. International students are generally understudied and marginalised as metaphorical ‘others’ within global education policies, often being reduced to mere recruitment and financial targets and units of analysis. However, this study shows that international students transcend widespread but static assumptions about them being in academic and social deficit when transitioning to life in another country and negotiating new educational contexts. Significantly, our interviewees discursively positioned themselves in multifarious ways in relation to Irish higher education curricula, drawing on various discourses to define their internationalisation journeys. Although the sample size is small and confined to female postgraduates, our data suggests that university policies in Ireland and internationally largely overlook the multidimensionality of international doctoral students’ experiences. In our conclusion, we tentatively suggest ways in which international students’ academic and intercultural experiences could in the future be enriched, and how international students themselves could more fruitfully contribute to Irish higher education.

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“…Having a stable, professional job is crucial to students' decision to stay, but limited networking opportunities in the job market can make it difficult to find work, leading them to return home (Mathies and Karhunen, 2021). Inability to create social capital can be another reason why students choose not to stay in the host country (Wang and O'Connell, 2020).…”

Section: Return To Home Countrymentioning

confidence: 99%

Exploring key themes and trends in international student mobility research —A systematic literature review

Gutema

Pant

Nikou

2023

JARHE

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PurposeThe global landscape of higher education has witnessed a steady increase in the mobility of international students, as more individuals seek diverse academic experiences and cross-cultural learning opportunities. This paper conducts a systematic literature review to investigate trends, research directions and key themes in the literature. By utilising the push–pull factor model the aim is to provide a comprehensive understanding of the factors influencing international students' choices to pursue higher education and future career opportunities abroad.Design/methodology/approachA systematic literature review approach was applied. The selection was made using PRISMA framework-based inclusion and exclusion criteria. The review includes 43 publications from 2010 to 2022.FindingsThe review results revealed five themes of scholarly conversations labelled as (1) betterment of life, (2) policy of the host country, (3) role of institutions, (4) return to home country and (5) social, economic, environmental, individual and cultural factors. The findings emphasise on the significance of factors such as the quality of education, visa requirements, academic reputation, tuition fees, availability of scholarships, job opportunities, social, economic, environmental, individual and cultural factors. The paper also identifies language barriers, visa policies and social integration difficulties as major barriers to international students' stay in the host country after graduation.Originality/valueThis research enhances the current body of literature by conducting a comprehensive analysis of the empirical evidence available in literature that investigates the mobility of international students. The outcomes of this study will make a valuable contribution towards developing a more profound comprehension of the primary factors that influence international students' decision to pursue their education abroad.

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The incidence of overeducation among international students upon graduation in Ireland: the effects of social capital and job searching methods

Cited by 6 publications

References 38 publications

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

‘Reconceptualising internationalisation through students’ eyes’: Findings from a biographical study of female, international doctoral students in an Irish University

Exploring key themes and trends in international student mobility research —A systematic literature review

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