Pub Date : 2020-08-01DOI: 10.1177/1475240920949310
D. Williams-Gualandi
{"title":"Book Review: Beyond Guilt Trips: Mindful Travel in an Unequal World","authors":"D. Williams-Gualandi","doi":"10.1177/1475240920949310","DOIUrl":"https://doi.org/10.1177/1475240920949310","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920949310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404414","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 : 2020-08-01DOI: 10.1177/1475240920954051
A. Muslim, Herli Salim, S. Setyarini
Despite being long-standing practice among schools across the world, most studies on international school partnerships focus on its benefits and challenges as perceived by teachers and students. Little emphasis has been given to parental perspectives and support, particularly among low-income families. With the increase of community involvement in education, how this partnership program may benefit the foreign language learning of millennials has become a matter of increasing concern among parents. This qualitative study explores Indonesian parents’ perspectives of international school partnerships between Indonesian and Australian schools, and how these partnerships support the learning of English as a foreign language and technology utilization. Results from questionnaires and semi-structured interviews indicate parental belief that the program reviewed is an authentic approach to foreign language learning and an appropriate mode of technology-based self-expression. To facilitate their children’s learning of English and development of cross-cultural understanding, most parents, despite economic limitations, are willing to support their children’s involvement in the international partnership that is the focus of this study.
{"title":"Indonesian parental perspectives of international school partnerships involving millennial learners","authors":"A. Muslim, Herli Salim, S. Setyarini","doi":"10.1177/1475240920954051","DOIUrl":"https://doi.org/10.1177/1475240920954051","url":null,"abstract":"Despite being long-standing practice among schools across the world, most studies on international school partnerships focus on its benefits and challenges as perceived by teachers and students. Little emphasis has been given to parental perspectives and support, particularly among low-income families. With the increase of community involvement in education, how this partnership program may benefit the foreign language learning of millennials has become a matter of increasing concern among parents. This qualitative study explores Indonesian parents’ perspectives of international school partnerships between Indonesian and Australian schools, and how these partnerships support the learning of English as a foreign language and technology utilization. Results from questionnaires and semi-structured interviews indicate parental belief that the program reviewed is an authentic approach to foreign language learning and an appropriate mode of technology-based self-expression. To facilitate their children’s learning of English and development of cross-cultural understanding, most parents, despite economic limitations, are willing to support their children’s involvement in the international partnership that is the focus of this study.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920954051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46659519","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 : 2020-08-01DOI: 10.1177/1475240920954858
Dua Jabr Dajani, Hila Katz-Berger, M. King, L. Lang, Ari Levy, Yael Pulvermacher
Teacher leadership development receives considerable attention in many educational reforms across the globe. This article reports on a unique partnership in Jerusalem that brings Israeli and Palestinian educators together to cultivate teacher leaders who facilitate professional communities and support continual improvement in teaching and learning. The research design involves participatory action research and draws on theoretical frameworks of democratic education, productive professional discourse, and authentic intellectual work. Findings focus on the enhancement of multicultural training, increased depth of pedagogical discussions, and improvement in leading teacher learning communities. The conclusions consider the ways in which a few bridges are overcoming both real and perceived borders in a region of persisting cultural tension and conflict, as the teacher leaders and co-authors developed an emerging common understanding of a shared conception of professional practice across three languages, and a growing mutual respect for the ‘other’.
{"title":"Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators","authors":"Dua Jabr Dajani, Hila Katz-Berger, M. King, L. Lang, Ari Levy, Yael Pulvermacher","doi":"10.1177/1475240920954858","DOIUrl":"https://doi.org/10.1177/1475240920954858","url":null,"abstract":"Teacher leadership development receives considerable attention in many educational reforms across the globe. This article reports on a unique partnership in Jerusalem that brings Israeli and Palestinian educators together to cultivate teacher leaders who facilitate professional communities and support continual improvement in teaching and learning. The research design involves participatory action research and draws on theoretical frameworks of democratic education, productive professional discourse, and authentic intellectual work. Findings focus on the enhancement of multicultural training, increased depth of pedagogical discussions, and improvement in leading teacher learning communities. The conclusions consider the ways in which a few bridges are overcoming both real and perceived borders in a region of persisting cultural tension and conflict, as the teacher leaders and co-authors developed an emerging common understanding of a shared conception of professional practice across three languages, and a growing mutual respect for the ‘other’.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920954858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387477","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 : 2020-08-01DOI: 10.1177/1475240920954044
A. Poole
This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.
{"title":"Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework","authors":"A. Poole","doi":"10.1177/1475240920954044","DOIUrl":"https://doi.org/10.1177/1475240920954044","url":null,"abstract":"This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920954044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49068349","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 : 2020-04-01DOI: 10.1177/1475240920916045
Adam D. Carter
It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.
{"title":"In Search of the Ideal Tool for International School Teachers to Increase their Global Competency: An Action Research Analysis of the Global Competency Learning Continuum","authors":"Adam D. Carter","doi":"10.1177/1475240920916045","DOIUrl":"https://doi.org/10.1177/1475240920916045","url":null,"abstract":"It is clear that if international school teachers are to be able to properly prepare students for a 21st century globalized workplace, they must first develop the global competence and intercultural skills needed to implement their students’ development of global knowledge, skills and attitudes. Unfortunately, in many public schools and international schools, teachers do not possess the global competency needed to do so effectively. Since it can be expensive and ambitious to instill global competency in teachers on a school-wide, district-wide or nation-wide level, it may be more feasible for individual teachers to address their global competency deficit and take the necessary steps to improve it. There are several tools that can be used by individual teachers seeking to improve the awareness, skills and dispositions needed to become a truly globally competent teacher. This study focused on an innovative new tool, the Global Competency Learning Continuum (GCLC), which was designed for teachers and offers a resource library to help teachers address their shortcomings in twelve different levels of global competency. The research sought to ascertain whether the Global Competency Learning Continuum is an appropriate tool for international school teachers to use to assess and improve their global competency – or if there is a demand for an entirely new instrument that is more applicable to international school teachers. After reviewing research from surveys of international teachers, the data indicates that the Global Competency Learning Continuum is a promising and effective tool for use by international school teachers. It is the only tool designed specifically for teachers by a highly-respected educational institution, is free of charge and offers a valuable trove of resources for teachers who wish to actively improve their global competency.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920916045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46414559","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 : 2020-04-01DOI: 10.1177/1475240920916944
Y. Grace Chien
There are two sides to every door. This research investigated the advantages and disadvantages of studying abroad at a university in south west England through a sequential exploratory mixed methods design. Except for slight differences in ranking of the perceived top study abroad benefits, interview and survey findings regarding advantages were mostly consistent, suggesting that study abroad issues are generally double-edged to include both positive and negative effects, including for one-year Masters programmes in Britain. In terms of employment advantage, instead of a traditionally so-called ‘Western’ or ‘Eastern’ country of origin commonly stated in existing studies, this research suggests that the degree of economic development seems to be strongly related to differences in international students’ homeland employment opportunities. Finally, advantages rather than disadvantages of study abroad experiences were reported more strongly by research participants throughout the study.
{"title":"Studying Abroad in Britain: Advantages and Disadvantages","authors":"Y. Grace Chien","doi":"10.1177/1475240920916944","DOIUrl":"https://doi.org/10.1177/1475240920916944","url":null,"abstract":"There are two sides to every door. This research investigated the advantages and disadvantages of studying abroad at a university in south west England through a sequential exploratory mixed methods design. Except for slight differences in ranking of the perceived top study abroad benefits, interview and survey findings regarding advantages were mostly consistent, suggesting that study abroad issues are generally double-edged to include both positive and negative effects, including for one-year Masters programmes in Britain. In terms of employment advantage, instead of a traditionally so-called ‘Western’ or ‘Eastern’ country of origin commonly stated in existing studies, this research suggests that the degree of economic development seems to be strongly related to differences in international students’ homeland employment opportunities. Finally, advantages rather than disadvantages of study abroad experiences were reported more strongly by research participants throughout the study.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920916944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702419","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 : 2020-04-01DOI: 10.1177/1475240920914089
Veronica Mansilla, Devon J. Wilson
What exactly does it mean to be globally competent in a Chinese context in the early 21st century? In this article, we propose a culturally informed re-interpretation of ‘global competence’ rooted in Eastern and Western traditions. We draw on a longitudinal empirical action-research study of Chinese and foreign teachers working to foster global competence in four Chinese cities. Throughout this work we endeavoured to contextualize a view of global competence commonly used in the US and around the world (Boix Mansilla & Jackson, 2012; OECD-PISA, 2017) in ways that could inform Chinese educational practice, honor practitioners’ cultural repertoires in a changing national educational landscape, and be informed by state-of-the-art scholarship on Chinese foundational values in education. The formulation proposed foregrounds global competence as a cultivation of self and search to understand and improve the world. It highlights the development of four ‘virtuous dispositions’ – at once cognitive and moral capacities – deemed essential to navigate a more interconnected world: (a) dedicating oneself to understanding the world within and beyond one’s immediate environments, (b) seeking to understand perspectives and relate to others harmoniously, (c) communicating across difference interacting mindfully, and (d) taking action with others harmoniously to help build better societies. Global competence is here viewed as a life-long process of the making of a moral person ‘zuo ren’ through daily interactions with the world. This research stands, humbly, as invitation to advance nuanced and adaptive visions of global competence. At their best such visions might offer a common platform for transnational dialog about the capacities needed to navigate an interdependent world, while honoring the cultural contributions and historical contingencies that can enrich common aspirations for our future generations. It is by capitalizing on the opportunity of context-informed re-interpretations that today’s global educational frameworks might prepare our youth for a world in which hybridity, mix, and complexity are the new norm. The deliberately culturally hybrid view of global competence we propose is informed by a longitudinal record of participating Chinese and foreign teachers’ ideas about global competence education, its meaning, significance, practice and demands, including in-depth interviews, targeted performance tasks, classroom observations, analysis of student work and participatory coding exercises whereby teachers were invited to comment on and inform emerging conceptualizations of global competence for clarity and cultural familiarity.
{"title":"What is Global Competence, and What Might it Look Like in Chinese Schools?","authors":"Veronica Mansilla, Devon J. Wilson","doi":"10.1177/1475240920914089","DOIUrl":"https://doi.org/10.1177/1475240920914089","url":null,"abstract":"What exactly does it mean to be globally competent in a Chinese context in the early 21st century? In this article, we propose a culturally informed re-interpretation of ‘global competence’ rooted in Eastern and Western traditions. We draw on a longitudinal empirical action-research study of Chinese and foreign teachers working to foster global competence in four Chinese cities. Throughout this work we endeavoured to contextualize a view of global competence commonly used in the US and around the world (Boix Mansilla & Jackson, 2012; OECD-PISA, 2017) in ways that could inform Chinese educational practice, honor practitioners’ cultural repertoires in a changing national educational landscape, and be informed by state-of-the-art scholarship on Chinese foundational values in education. The formulation proposed foregrounds global competence as a cultivation of self and search to understand and improve the world. It highlights the development of four ‘virtuous dispositions’ – at once cognitive and moral capacities – deemed essential to navigate a more interconnected world: (a) dedicating oneself to understanding the world within and beyond one’s immediate environments, (b) seeking to understand perspectives and relate to others harmoniously, (c) communicating across difference interacting mindfully, and (d) taking action with others harmoniously to help build better societies. Global competence is here viewed as a life-long process of the making of a moral person ‘zuo ren’ through daily interactions with the world. This research stands, humbly, as invitation to advance nuanced and adaptive visions of global competence. At their best such visions might offer a common platform for transnational dialog about the capacities needed to navigate an interdependent world, while honoring the cultural contributions and historical contingencies that can enrich common aspirations for our future generations. It is by capitalizing on the opportunity of context-informed re-interpretations that today’s global educational frameworks might prepare our youth for a world in which hybridity, mix, and complexity are the new norm. The deliberately culturally hybrid view of global competence we propose is informed by a longitudinal record of participating Chinese and foreign teachers’ ideas about global competence education, its meaning, significance, practice and demands, including in-depth interviews, targeted performance tasks, classroom observations, analysis of student work and participatory coding exercises whereby teachers were invited to comment on and inform emerging conceptualizations of global competence for clarity and cultural familiarity.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920914089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42702119","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 : 2020-04-01DOI: 10.1177/1475240920915013
N. Ospina, Sergio Alonso Lopera Medina
This study reports on the impact of international visiting faculty’s teaching experiences in the United States on their personal, professional, and intercultural development. It is based on the principles of qualitative research and can be described as a case study. Data collection involved a questionnaire, a written narrative, and a semi-structured interview with each of a number of teachers. Participants included a group of 22 visiting faculty. Three main categories, each of which can be subdivided into benefits and challenges, emerged from the analysis: intercultural matters, professional matters, and personal matters. A wide range of benefits was identified, suggesting that the participants adapted to new life styles, became more mature, obtained a deeper understanding of themselves, reaffirmed their own educational values and philosophies, raised cultural awareness, became more flexible, and developed attitudes that involved tolerance and respect. Conversely, visiting faculty reported that they faced challenges related to language barriers, interaction with native speakers, classroom management, lack of support from school administrators, and separation from family.
{"title":"Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges","authors":"N. Ospina, Sergio Alonso Lopera Medina","doi":"10.1177/1475240920915013","DOIUrl":"https://doi.org/10.1177/1475240920915013","url":null,"abstract":"This study reports on the impact of international visiting faculty’s teaching experiences in the United States on their personal, professional, and intercultural development. It is based on the principles of qualitative research and can be described as a case study. Data collection involved a questionnaire, a written narrative, and a semi-structured interview with each of a number of teachers. Participants included a group of 22 visiting faculty. Three main categories, each of which can be subdivided into benefits and challenges, emerged from the analysis: intercultural matters, professional matters, and personal matters. A wide range of benefits was identified, suggesting that the participants adapted to new life styles, became more mature, obtained a deeper understanding of themselves, reaffirmed their own educational values and philosophies, raised cultural awareness, became more flexible, and developed attitudes that involved tolerance and respect. Conversely, visiting faculty reported that they faced challenges related to language barriers, interaction with native speakers, classroom management, lack of support from school administrators, and separation from family.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920915013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41617488","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 : 2020-04-01DOI: 10.1177/1475240920916046
F. Donkor, R. K. Mazumder, S. Hosseinzadeh, Someshwar Roy
Education holds promise as a vehicle for sustainable global development and human capacity development, as reflected in the Sustainable Development Goals set by the United Nations. International education has become a prominent feature in contemporary times on the educational landscape as students become increasingly mobile in pursuit of their right to education. This study investigates the key factors that motivate international students to undertake better quality education at higher education (university) level, particularly in Europe, and the underlying gender preferences for study destinations within the framework of push-pull factors. The study collected responses of 288 individuals from 84 countries who had undertaken some form of education in Europe through the European Commission-funded Erasmus Mundus (EM) Scholarship. Responses were collected through an online platform, Survey Monkey. Outcomes of the study revealed that Germany, United Kingdom, Sweden, Netherlands, and Spain are the most popular destinations for pursuing higher education in Europe. The United Kingdom is the most preferred destination for female students while Germany is the most preferred destination for male students, with slight changes for other countries. Key motivating factors for international education were found to be scholarship opportunity, better quality of education, and availability of the relevant study program. The least influencing factors were found to be the commonality of language, suitable environment (eg climate, temperature), geographical proximity, the scope of migration, and social cost.
{"title":"A User-Centric Design Approach to Understand International Education in the Contemporary World: Motivations and Gender Preferences for Studying in Europe","authors":"F. Donkor, R. K. Mazumder, S. Hosseinzadeh, Someshwar Roy","doi":"10.1177/1475240920916046","DOIUrl":"https://doi.org/10.1177/1475240920916046","url":null,"abstract":"Education holds promise as a vehicle for sustainable global development and human capacity development, as reflected in the Sustainable Development Goals set by the United Nations. International education has become a prominent feature in contemporary times on the educational landscape as students become increasingly mobile in pursuit of their right to education. This study investigates the key factors that motivate international students to undertake better quality education at higher education (university) level, particularly in Europe, and the underlying gender preferences for study destinations within the framework of push-pull factors. The study collected responses of 288 individuals from 84 countries who had undertaken some form of education in Europe through the European Commission-funded Erasmus Mundus (EM) Scholarship. Responses were collected through an online platform, Survey Monkey. Outcomes of the study revealed that Germany, United Kingdom, Sweden, Netherlands, and Spain are the most popular destinations for pursuing higher education in Europe. The United Kingdom is the most preferred destination for female students while Germany is the most preferred destination for male students, with slight changes for other countries. Key motivating factors for international education were found to be scholarship opportunity, better quality of education, and availability of the relevant study program. The least influencing factors were found to be the commonality of language, suitable environment (eg climate, temperature), geographical proximity, the scope of migration, and social cost.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920916046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43525868","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 : 2020-03-24DOI: 10.1177/1475240920914120
Nicholas Forde
{"title":"Book Review: Practical Pedagogy: 40 new ways to teach and learn","authors":"Nicholas Forde","doi":"10.1177/1475240920914120","DOIUrl":"https://doi.org/10.1177/1475240920914120","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920914120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46362344","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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