Pub Date : 2022-05-12DOI: 10.1080/09620214.2022.2072932
Garth D. Stahl, W. Tomaszewski, Nicholas Ghan
{"title":"Investigating the resilience of first-in-family men longitudinally: a mixed method approach","authors":"Garth D. Stahl, W. Tomaszewski, Nicholas Ghan","doi":"10.1080/09620214.2022.2072932","DOIUrl":"https://doi.org/10.1080/09620214.2022.2072932","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42300540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-07DOI: 10.1080/09620214.2022.2073556
Yan Chen
contribution this book makes is to show how use of diary as a research method might be more participatory and less extractive, to the benefit not only of researchers but to participants’ lives as well. A method that expands the option for researchers to include participants in the research process in a more equitable, participatory, and empowering manner, is important, particularly in higher education that aims to be a transformed and transformative space.
{"title":"Exploring diary methods in higher education research: opportunities, choices and challenges","authors":"Yan Chen","doi":"10.1080/09620214.2022.2073556","DOIUrl":"https://doi.org/10.1080/09620214.2022.2073556","url":null,"abstract":"contribution this book makes is to show how use of diary as a research method might be more participatory and less extractive, to the benefit not only of researchers but to participants’ lives as well. A method that expands the option for researchers to include participants in the research process in a more equitable, participatory, and empowering manner, is important, particularly in higher education that aims to be a transformed and transformative space.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"163 - 166"},"PeriodicalIF":1.3,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46072713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/09620214.2021.2008806
Claire Lee, Chris Bailey, C. Burnett, J. Rowsell
When we began the journey to edit this special issue on methodological imperatives and perplexities for literacy research in uncertain times, it was the early days of the COVID-19 pandemic. At the time, we recognised that methodological approaches we held dear required rethinking, but we could not see far enough ahead to appreciate how profoundly methods and reflexivities would transform, shift, and even face a reckoning of sorts. Two years into the pandemic, it is clear now that comfortable research practices like ‘collecting data’ and ‘entering the field’ are not only unhelpful constructs but are also riddled with ethical perplexities. Haraway’s notion of ‘staying with the trouble’ (Haraway, 2016) may be helpful here in that, as literacy researchers, we need to stay with the trouble of the moment to recognise where it moves us and how we must change and shape our methodological orientations and practices around the contours of trouble, uncertainty, and reckonings. Sensitising ourselves to the reality that the world is not, cannot, should not be the same after George Floyd was murdered; after wildfires enveloped communities across the world; after the multitude of deaths due to Covid-19; and after governments have been toppled and threatened by insurgents. Given these changed and changing global circumstances, we need to interrogate and reimagine how we do literacy research, who we are as literacy researchers, and the role of literacy research in troubling how literacy is defined and understood, as well as its interface with precarity. These challenges – methodological and epistemological, but also ethical, emotional and deeply personal – lie at the heart of this special issue. The vivid instances of ethical moments set out within the articles we bring together in this special issue collectively signal ways that we as researchers must raise our heads above university and institutional parapets, to intensify our gaze onto ethical imperatives and think long and hard about contemporary research methods and methodologies. From the opening article, which explores the boundaries and processes of justice-oriented literacy research as a conduit to healing, the special issue moves through some of the healing work that needs to take place. The articles challenge us as researchers to interrogate the ways in which literacy practices – and, indeed, INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NOS. 1–2, 1–4 https://doi.org/10.1080/09620214.2021.2008806
当我们开始编辑本期关于不确定时期扫盲研究的方法论必要性和困惑的特刊时，正值COVID-19大流行的早期。当时，我们认识到，我们所珍视的方法论方法需要重新思考，但我们无法看到足够远的未来，无法理解方法和反身性将如何深刻地转变、转变，甚至面临各种清算。大流行爆发两年后，现在很明显，“收集数据”和“进入研究领域”等舒适的研究实践不仅是无益的构想，而且充满了伦理困惑。Haraway的“与麻烦为伴”的概念(Haraway, 2016)在这里可能会有所帮助，因为作为扫盲研究人员，我们需要与当前的麻烦为伴，认识到它将我们推向何处，以及我们必须如何改变和塑造我们的方法论取向和实践，围绕麻烦、不确定性和估算的轮廓。让我们意识到，在乔治·弗洛伊德被谋杀后，这个世界已经、不可能、也不应该和以前一样了;野火笼罩了世界各地的社区;在Covid-19造成大量死亡之后;在政府被叛乱分子推翻和威胁之后。鉴于这些变化和不断变化的全球环境，我们需要询问和重新思考我们如何进行扫盲研究，我们作为扫盲研究人员是谁，扫盲研究在如何定义和理解扫盲方面的作用，以及它与不稳定的关系。这些挑战——方法论的和认识论的，还有伦理的、情感的和深刻的个人的——是这个特殊问题的核心。我们在本期特刊中汇集的文章中列出的道德时刻的生动例子，共同表明我们作为研究人员必须从大学和机构的围墙上抬起头来，加强对道德要求的关注，并对当代研究方法和方法进行长期而认真的思考。开篇文章探讨了以正义为导向的扫盲研究作为一种治愈途径的界限和过程，从这篇文章开始，本期特刊探讨了一些需要进行的治愈工作。这些文章挑战我们作为研究人员来询问识字实践的方式-事实上，教育社会学的国际研究2022,VOL. 31, no .1 - 2,1 - 4 https://doi.org/10.1080/09620214.2021.2008806
{"title":"Methodological imperatives and perplexities for literacy research in uncertain times","authors":"Claire Lee, Chris Bailey, C. Burnett, J. Rowsell","doi":"10.1080/09620214.2021.2008806","DOIUrl":"https://doi.org/10.1080/09620214.2021.2008806","url":null,"abstract":"When we began the journey to edit this special issue on methodological imperatives and perplexities for literacy research in uncertain times, it was the early days of the COVID-19 pandemic. At the time, we recognised that methodological approaches we held dear required rethinking, but we could not see far enough ahead to appreciate how profoundly methods and reflexivities would transform, shift, and even face a reckoning of sorts. Two years into the pandemic, it is clear now that comfortable research practices like ‘collecting data’ and ‘entering the field’ are not only unhelpful constructs but are also riddled with ethical perplexities. Haraway’s notion of ‘staying with the trouble’ (Haraway, 2016) may be helpful here in that, as literacy researchers, we need to stay with the trouble of the moment to recognise where it moves us and how we must change and shape our methodological orientations and practices around the contours of trouble, uncertainty, and reckonings. Sensitising ourselves to the reality that the world is not, cannot, should not be the same after George Floyd was murdered; after wildfires enveloped communities across the world; after the multitude of deaths due to Covid-19; and after governments have been toppled and threatened by insurgents. Given these changed and changing global circumstances, we need to interrogate and reimagine how we do literacy research, who we are as literacy researchers, and the role of literacy research in troubling how literacy is defined and understood, as well as its interface with precarity. These challenges – methodological and epistemological, but also ethical, emotional and deeply personal – lie at the heart of this special issue. The vivid instances of ethical moments set out within the articles we bring together in this special issue collectively signal ways that we as researchers must raise our heads above university and institutional parapets, to intensify our gaze onto ethical imperatives and think long and hard about contemporary research methods and methodologies. From the opening article, which explores the boundaries and processes of justice-oriented literacy research as a conduit to healing, the special issue moves through some of the healing work that needs to take place. The articles challenge us as researchers to interrogate the ways in which literacy practices – and, indeed, INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NOS. 1–2, 1–4 https://doi.org/10.1080/09620214.2021.2008806","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"1 - 4"},"PeriodicalIF":1.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/09620214.2021.1945481
Antero Garcia, Nicole Mirra, the Digital Democratic Dialogue (3d) Teacher Community
ABSTRACT Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, and dialogue from a two and a half year social design-based experiment, this study extends scholarship focused on kinship and communities of practice. Through considering the boundaries of where and how critical research is enacted, this paper demonstrates the ethical imperatives for considering when collective research continues or ends. Considering a lineage of solidarity tied to new literacy studies, we examine the multiple activity systems occupied by our community members and explore the pedagogies of healing and reconstitution that emerged. These findings push for speculative approaches to design that center affect and analog interactions.
{"title":"Futures bound: re-designing literacy research as a conduit for healing and civic dreaming","authors":"Antero Garcia, Nicole Mirra, the Digital Democratic Dialogue (3d) Teacher Community","doi":"10.1080/09620214.2021.1945481","DOIUrl":"https://doi.org/10.1080/09620214.2021.1945481","url":null,"abstract":"ABSTRACT Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, and dialogue from a two and a half year social design-based experiment, this study extends scholarship focused on kinship and communities of practice. Through considering the boundaries of where and how critical research is enacted, this paper demonstrates the ethical imperatives for considering when collective research continues or ends. Considering a lineage of solidarity tied to new literacy studies, we examine the multiple activity systems occupied by our community members and explore the pedagogies of healing and reconstitution that emerged. These findings push for speculative approaches to design that center affect and analog interactions.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"5 - 26"},"PeriodicalIF":1.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43570738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.1080/09620214.2022.2048264
J. Berg
ABSTRACT Following the refugee influx of 2015 and 2016, many German higher education organisations (HEOs) responded with support programmes for refugee students. In this context, refugees became formally and discursively differentiated from other international students. During later stages of the programmes, this differentiation became blurred, and discourse surrounding refugee students partly shifted back to framing them as international students, which is also represented in further support programme development. Based on a systems theoretical framework, this paper investigates the shifting organisational discourse on refugee students within the context of functional needs and structural changes at German HEOs. The analysis shows that structural development is strongly related to the way functional needs and ways to address them are constituted by discursive representations. It is based on 25 expert interviews with heads of international offices and first contacts for refugees at eight German HEOs.
{"title":"International or refugee students? Shifting organisational discourses on refugee students at German higher education organisations","authors":"J. Berg","doi":"10.1080/09620214.2022.2048264","DOIUrl":"https://doi.org/10.1080/09620214.2022.2048264","url":null,"abstract":"ABSTRACT Following the refugee influx of 2015 and 2016, many German higher education organisations (HEOs) responded with support programmes for refugee students. In this context, refugees became formally and discursively differentiated from other international students. During later stages of the programmes, this differentiation became blurred, and discourse surrounding refugee students partly shifted back to framing them as international students, which is also represented in further support programme development. Based on a systems theoretical framework, this paper investigates the shifting organisational discourse on refugee students within the context of functional needs and structural changes at German HEOs. The analysis shows that structural development is strongly related to the way functional needs and ways to address them are constituted by discursive representations. It is based on 25 expert interviews with heads of international offices and first contacts for refugees at eight German HEOs.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"511 - 530"},"PeriodicalIF":1.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44943785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-24DOI: 10.1080/09620214.2022.2042357
Jenna Mittelmeier, Heather Cockayne
ABSTRACT International students have been historically valued by universities for their contributions to their host countries. Yet, representations of international students in the general public have become increasingly mixed, an issue likely exacerbated by COVID-19, which has shown increased hostility towards international students. Given the increased reports of discrimination during this period, there is ongoing need to understand how international students have been represented in this specific time of crisis. Our study analysed public representations of international students through Twitter data and qualitative analysis of 6,501 posts made during the immediate COVID-19 crisis (January-April 2020). Our findings confirm competing public representations of international students that changed over time: initially through stereotyping and depictions as assumed disease carriers, shifting to empathy and support after university campus closures. We also outline themes of racism and discrimination, which are of importance for the global higher education sector as we move into a post-COVID world.
{"title":"Global representations of international students in a time of crisis: A qualitative analysis of Twitter data during COVID-19","authors":"Jenna Mittelmeier, Heather Cockayne","doi":"10.1080/09620214.2022.2042357","DOIUrl":"https://doi.org/10.1080/09620214.2022.2042357","url":null,"abstract":"ABSTRACT International students have been historically valued by universities for their contributions to their host countries. Yet, representations of international students in the general public have become increasingly mixed, an issue likely exacerbated by COVID-19, which has shown increased hostility towards international students. Given the increased reports of discrimination during this period, there is ongoing need to understand how international students have been represented in this specific time of crisis. Our study analysed public representations of international students through Twitter data and qualitative analysis of 6,501 posts made during the immediate COVID-19 crisis (January-April 2020). Our findings confirm competing public representations of international students that changed over time: initially through stereotyping and depictions as assumed disease carriers, shifting to empathy and support after university campus closures. We also outline themes of racism and discrimination, which are of importance for the global higher education sector as we move into a post-COVID world.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"487 - 510"},"PeriodicalIF":1.3,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46723206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-17DOI: 10.1080/09620214.2021.2007416
Emilia Kmiotek-Meier, Justin J. W. Powell
ABSTRACT For decades, Luxembourg did without a national university. Before and after the University of Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM: to bolster elite European networks and internationalization. Focusing on ISM from Luxembourg, based on analysis of policy documents regarding the UL’s foundation and state allowances for students, we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identifications of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the quality of a stay abroad is far more important: a perspective lacking in the state’s quantity-driven agenda. In the country with the highest ISM rates globally, constraints continue to hinder equity in ISM.
{"title":"Evaluating universal student mobility: contrasting policy discourse and student narratives in Luxembourg","authors":"Emilia Kmiotek-Meier, Justin J. W. Powell","doi":"10.1080/09620214.2021.2007416","DOIUrl":"https://doi.org/10.1080/09620214.2021.2007416","url":null,"abstract":"ABSTRACT For decades, Luxembourg did without a national university. Before and after the University of Luxembourg’s founding (UL) (2003), tertiary education and the status of being a Luxembourgish student have been closely linked to international student mobility (ISM). This long-standing tradition was maintained in the new university via compulsory ISM: to bolster elite European networks and internationalization. Focusing on ISM from Luxembourg, based on analysis of policy documents regarding the UL’s foundation and state allowances for students, we show that policymakers strongly favored ISM. We confront this policy agenda with the perspectives and self-identifications of both credit and degree mobile Luxembourgish students. In narrative interviews, students did not always view compulsory ISM as positively as did policymakers. For students, the quality of a stay abroad is far more important: a perspective lacking in the state’s quantity-driven agenda. In the country with the highest ISM rates globally, constraints continue to hinder equity in ISM.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"466 - 486"},"PeriodicalIF":1.3,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46771442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.1080/09620214.2022.2034518
Jibril A. Ali, Hassan Alsakhe, Ibrahim Ibrahim, N. Khattab, M. Madeeha, Mustafa Shouia
{"title":"Accounting for educational expectations and achievement among native and migrant students in Qatar","authors":"Jibril A. Ali, Hassan Alsakhe, Ibrahim Ibrahim, N. Khattab, M. Madeeha, Mustafa Shouia","doi":"10.1080/09620214.2022.2034518","DOIUrl":"https://doi.org/10.1080/09620214.2022.2034518","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48096467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-06DOI: 10.1080/09620214.2022.2033133
Antonio Alejo
ABSTRACT This article focuses on the diasporas’ role in fostering Global Citizenship Education (GCE) and provides a basis for understanding how diaspora organizations educate themselves to defend their rights in everyday life. I argue that diaspora organizations are potential agents that foster GCE to defend rights in a hostile environment against people in motion. From the GCE-driven critical perspective, this article offers an interdisciplinary dialogue between Diaspora Studies (International Relations), Sociology of Education, and Sociology of Collective Action to identify the practice of GCE at the New American Diaspora in Mexico City. The article is oriented to discussing the non-state actors’ agency in promoting GCE outside the walls of schools and classrooms. With a qualitative approach (case study), through an American/Mexican organization, I offer empirical evidence through the lens of GCE: The Others Dreams in Action (ODA) and its cultural space, namely the Poch@ House.
{"title":"Fostering Global Citizenship Education by the New American Diaspora. An approach from a critical perspective","authors":"Antonio Alejo","doi":"10.1080/09620214.2022.2033133","DOIUrl":"https://doi.org/10.1080/09620214.2022.2033133","url":null,"abstract":"ABSTRACT This article focuses on the diasporas’ role in fostering Global Citizenship Education (GCE) and provides a basis for understanding how diaspora organizations educate themselves to defend their rights in everyday life. I argue that diaspora organizations are potential agents that foster GCE to defend rights in a hostile environment against people in motion. From the GCE-driven critical perspective, this article offers an interdisciplinary dialogue between Diaspora Studies (International Relations), Sociology of Education, and Sociology of Collective Action to identify the practice of GCE at the New American Diaspora in Mexico City. The article is oriented to discussing the non-state actors’ agency in promoting GCE outside the walls of schools and classrooms. With a qualitative approach (case study), through an American/Mexican organization, I offer empirical evidence through the lens of GCE: The Others Dreams in Action (ODA) and its cultural space, namely the Poch@ House.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"196 - 214"},"PeriodicalIF":1.3,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59603393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/09620214.2021.2008266
Alexandra Olenina, Annette Bamberger, Olga Mun
ABSTRACT Based on statistical analysis of the Higher Education Statistics Agency (HESA) international student data from 1998 to 2014, we provide the first detailed analysis of UK international doctoral student data (and the gaps therein). We highlight missing and ambiguous data and develop the profiles of these students, with a particular focus on gender, discipline, destination university, source of funding and country of origin. We argue that the current marketized system of international higher education coupled with a national focus on equality has largely limited the social composition of international doctoral students to those who are: academically capable; and either financially able to pay international tuition fees and subsistence in the UK (for them and their families) or capable of securing overseas funding, primarily from national governments. We conclude by reflecting on the implications of this for the internationalisation of research and knowledge production.
{"title":"Classed and gendered internationalisation of research and knowledge production: a critical analysis of international doctoral students in the UK (1998-2016)","authors":"Alexandra Olenina, Annette Bamberger, Olga Mun","doi":"10.1080/09620214.2021.2008266","DOIUrl":"https://doi.org/10.1080/09620214.2021.2008266","url":null,"abstract":"ABSTRACT Based on statistical analysis of the Higher Education Statistics Agency (HESA) international student data from 1998 to 2014, we provide the first detailed analysis of UK international doctoral student data (and the gaps therein). We highlight missing and ambiguous data and develop the profiles of these students, with a particular focus on gender, discipline, destination university, source of funding and country of origin. We argue that the current marketized system of international higher education coupled with a national focus on equality has largely limited the social composition of international doctoral students to those who are: academically capable; and either financially able to pay international tuition fees and subsistence in the UK (for them and their families) or capable of securing overseas funding, primarily from national governments. We conclude by reflecting on the implications of this for the internationalisation of research and knowledge production.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"443 - 465"},"PeriodicalIF":1.3,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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