Trends in Global Higher Education

Altbach, Philip G.; Reisberg, Líz; Rumbley, Laura E.

doi:10.1163/9789004406155

Cited by 597 publications

(282 citation statements)

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“…According to the Organisation for Economic Co‐operation and Development (OECD), 4.1 million tertiary students were enrolled outside of their countries of origin in 2012 – up from estimates of 1.8 million in 2000 (Altbach et al , ), 2.8 million in 2007 ( ibid . ), and 3.3 million in 2011 (Bhandari & Blumenthal, ).…”

Section: Background: International Student Migration In Norwaymentioning

confidence: 99%

“…According to the Organisation for Economic Cooperation and Development (OECD), 4.1 million tertiary students were enrolled outside of their countries of origin in 2012up from estimates of 1.8 million in 2000 (Altbach et al, 2010(Altbach et al, ), 2.8 million in 2007, and 3.3 million in 2011 (Bhandari & Blumenthal, 2011). This substantial increase has occurred worldwide at almost four times the rate of international migration as a whole (King & Raghuram, 2013).…”

Section: Background: International Student Migration In Norwaymentioning

confidence: 99%

“…Governments and businesses value international students as a ready source of acculturated skilled labour (Ziguras & Law, ). Universities increasingly recruit foreign students to supplement declining state budgets (Altbach et al , ; Hazen & Alberts, ). Students, themselves, are motivated to travel abroad for a number of reasons, which vary based on socio‐economic factors, including the (re)production of cultural capital (Waters, ), perceptions of a higher quality of education available abroad (Hazen & Alberts, ), a desire for fun and adventure (Waters & Brooks, ), international education as a ‘second‐chance’ to succeed academically (Brooks & Waters, ), and the availability of scholarships for international study, such as the popular European Community Action Scheme for the Mobility of University Students programme in Europe (Teichler, ).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Institutions in the Student Migrant Experience: Norway's Quota Scheme

Basford

Riemsdijk

2015

Popul. Space Place

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This paper responds to calls for studies of student migrant experiences and the institutional actors that are involved in international student migration. In particular, we examine the ways in which institutional actors can influence student motivations and experiences through a case study of the Norwegian Quota Scheme. We discuss three main findings. First, institutions play a significant role in determining who migrates and the reasons for migration while shaping the academic experience and future migration plans of international students. Second, state‐funded international student migration programmes constrain the future plans of recipients, reflecting potential differences in decision‐making among state‐funded and self‐financed students. Third, international students – as both students and migrants – undergo significant personal growth during the course of their studies. This complicates state goals to return or retain student migrants, as the ambitions of students are likely to change concomitant with their personal development. Copyright © 2015 John Wiley & Sons, Ltd.

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Section: Background: International Student Migration In Norwaymentioning

confidence: 99%

Section: Background: International Student Migration In Norwaymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Institutions in the Student Migrant Experience: Norway's Quota Scheme

Basford

Riemsdijk

2015

Popul. Space Place

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“…Current trends in education emphasize the need for a progressive switch toward student‐centered approaches that differentiate from conventional teaching models in which learning failures are attributed to the student's lack of talent or effort. Accordingly, recent research assumes that the students should participate actively in the learning processes . Active learning is considered as a new line in education since it represents a radical change with respect to traditional approaches .…”

Section: Introductionmentioning

confidence: 99%

“…Active learning is considered as a new line in education since it represents a radical change with respect to traditional approaches . This methodology is based on the idea that knowledge is acquired by the students through active learning accomplishments rather than by being directly transmitted by the teacher or thrusting on it . Discovery‐based teaching strategies, which promote an involvement in activities similar to those carried out by scientists, can provide the students with opportunities to deepen their understanding on how scientific knowledge is produced in real research contexts .…”

Section: Introductionmentioning

confidence: 99%

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Adorno

Bellomonte

2018

Comp Applic In Engineering

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Active learning is a format alternative to the conventional lecture/recitation/laboratory; research results have reported that it is suitable to encourage student inquiry and foster peer mentoring. Although the availability of computer‐based learning materials in biomedical sciences is increasing, there are relatively few studies aimed to integrate traditional methods of teaching with inquiry‐based approaches utilizing these Information and Communication Technologies (ICT) tools. This paper describes a pilot‐study on a comprehensive active laboratory course about digital ophthalmologic signal classification, experienced by a group of undergraduates in Bio‐Electronic Engineering. During the activity, the students became able to discriminate healthy subjects from patients affected by two retinal pathologies: Achromatopsia or Congenital Stationary Night Blindness. The study was based on the analysis and classification of the electroretinograms, that record the retinal response to a light flash. To process electroretinographic data, a software based on the Empirical Mode Decomposition and an Artificial Neural Network was used. Our findings indicate that this laboratory experience can be considered effective in improving student's reasoning skills and that students acting as investigators achieve a better outcome, presumably because this activity satisfies their psychological needs for autonomy, competence, and relatedness.

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Teaching, research or balanced? An exploration of the experiences of biomedical scientists working in UK medical schools

et al. 2021

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Driven by demand for high standards in university education, efforts have been made in the UK to address the perceived imbalance between teaching and research. However, teaching is still perceived by many as having less credibility and is attributed less importance. The purpose of our research was to explore how distinct types of academic job profiles (‘research’ or ‘education’ focused, or ‘balanced’) impact on biomedical scientists' perceptions of the lecturer role. Specifically, we investigated the experiences of biomedical scientists in ‘post‐1990’ medical schools, which are known for their commitment to excellence in both research and education. We conducted 22 face‐to‐face, semi‐structured interviews with biomedical scientists in five schools. Focusing on experiences of work, the interviews covered: ‘motivations’, ‘role expectations’, ‘teaching’, ‘research’ and ‘career’. The recorded qualitative data were transcribed and then analysed thematically. Our results, offering an insight into the working lives of biomedical scientists in medical education, suggest that in settings with a dual emphasis on education and research, individuals on ‘balanced’ contracts can experience a strong pull between research and teaching. In addition to posing significant challenges with respect to workload management, this can impact profoundly on professional identity. In contrast to the balanced role, ‘research’ or ‘education’ focused roles appear to have clearer requirements, leading to higher employee satisfaction. We conclude that to assist the educational mission of Higher Education, attention should be paid to balanced contracts, to (a) ensure employee support, (b) mitigate against negative perceptions of teaching, and ultimately, (c) guard against staff attrition.

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Trends in Global Higher Education

Cited by 597 publications

References 0 publications

The Role of Institutions in the Student Migrant Experience: Norway's Quota Scheme

The Role of Institutions in the Student Migrant Experience: Norway's Quota Scheme

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Teaching, research or balanced? An exploration of the experiences of biomedical scientists working in UK medical schools

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