Understanding the programmatic and contextual forces that influence participation in a government-sponsored international student-mobility program

Abstract

Although prior research establishes the forces that "push" and "pull" students to participate in foreign study, the transferability of findings from earlier studies is limited by the absence of theoretical grounding. In addition, relatively little is known about how a government-sponsored student mobility program promotes foreign study in a nation with a transitioning economy. Using case study methods, this study explores the characteristics of students who participate in such a program and identifies the programmatic characteristics and contextual forces that promote and limit participation. The findings shed light on the appropriate theoretical perspectives for understanding student participation in a government-sponsored mobility program and illustrate the need to consider how aspects of the national cultural, economic, and political context influence participation. The findings also raise several questions about how an international student mobility program should be structured to encourage participation and maximize benefits to individuals and society within a particular national context.

Three Levels of Push-Pull Dynamics Among Chinese International Students’ Decision to Study Abroad in the Canadian Context

“…However they fail to illuminate more nuanced or culturally specific reasons why individuals participate in study abroad and where they end up studying. Recent research within the international student mobility literature has looked at the influence of international study abroad scholarships funded by governmental programs (Perna, Orosz, Gopaul, Jumakulov, Ashirbekov, & Kishkentayeva, 2014;Perna, Orosz, Jumakulov, Kishkentayeva, & Ashirbekov, 2015). These programs are seen as governmental "intervention" that increases student participation in transnational higher education and play a role in student study abroad decisions (Paulsen, 2001;Perna, et al, 2015).…”

Internacionalização Da Educação Superior No Brasil: A Produção Recente Em Teses E Dissertações

“…No BDIES/Brasil, as políticas estatais são tema de estudo nas teses e dissertações e se consubstanciam, basicamente, em programas governamentais de fomento à mobilidade estudantil. Essa produção, reconhecida internacionalmente, referenda a importância das políticas estatais para os programas de mobilidade (PERNA et al, 2015 A Cooperação Internacional pode se tornar uma estratégia efetiva de qualificação de pessoal, educação profissional e desenvolvimento de projetos de pesquisa, a fim de aumentar a produção científica nacional em temas de pesquisas emergentes no país e no exterior e de melhorar a qualidade da pós-graduação brasileira. (SILVA, 2012, p. 110) O segundo trabalho é de Tamiao (2011), em sua dissertação em Turismo, a qual se deteve no intercâmbio de alunos em uma IES privada de São Paulo.…”

The Practice of Implementing International Scholarships: Experience of the Republic of Kazakhstan

“…Before 2008, all candidates had to apply in person, which meant going to Astana, often more than once. Now anyone from any corner of the country can apply through the e-government portal or through a public service center [Perna et al, 2014].…”

“…As the Program was just introduced, the limited number of scholarships and insufficient information available to the public made the latter think the Program was intended for children of the top echelon of power [Perna et al, 2014. P. 12].…”