Pub Date : 2024-09-09DOI: 10.1177/17454999241280922
Luis Martínez-Izquierdo, Mónica Torres Sánchez
This paper examines the adoption of dual VET in Spain as a process of educational policy transfer. Using Phillips and Ochs’ (2003, 2004) policy transfer spectrum and decision-making classification and Perry and Tor’s (2008) model of transfer forms, the study relies on semi-structured interviews with key decision-makers in the Spanish central government and the Autonomous Communities of the Basque Country and Andalusia. Findings indicate that EU diffusion activities facilitated adoption, involving first-order learning. Initially, adoption at the central level was uninformed, driven by quick-fix decisions, but later shifted to informed transfer through second- and third-order learning, enhancing realism. In Andalusia and the Basque Country, decision-making consistently adapted to the real context, progressing from second- to third-order learning. Ultimately, this analysis concludes that dual VET adoption at the central, Andalusian, and Basque levels falls between ‘negotiated under constraint’ and ‘borrowed purposefully’, though not at the same point.
{"title":"The adoption of dual Vocational Education and Training in Spain: Analysis of descentralised decision-making in educational policy transfer","authors":"Luis Martínez-Izquierdo, Mónica Torres Sánchez","doi":"10.1177/17454999241280922","DOIUrl":"https://doi.org/10.1177/17454999241280922","url":null,"abstract":"This paper examines the adoption of dual VET in Spain as a process of educational policy transfer. Using Phillips and Ochs’ (2003, 2004) policy transfer spectrum and decision-making classification and Perry and Tor’s (2008) model of transfer forms, the study relies on semi-structured interviews with key decision-makers in the Spanish central government and the Autonomous Communities of the Basque Country and Andalusia. Findings indicate that EU diffusion activities facilitated adoption, involving first-order learning. Initially, adoption at the central level was uninformed, driven by quick-fix decisions, but later shifted to informed transfer through second- and third-order learning, enhancing realism. In Andalusia and the Basque Country, decision-making consistently adapted to the real context, progressing from second- to third-order learning. Ultimately, this analysis concludes that dual VET adoption at the central, Andalusian, and Basque levels falls between ‘negotiated under constraint’ and ‘borrowed purposefully’, though not at the same point.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"34 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142190545","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 : 2024-09-04DOI: 10.1177/17454999241281487
Maki Kato, Kazusa Ota
This study investigated international partnership held by Japanese universities focusing on their student exchange reciprocity shown in tuition fees and institutional stratification. Using data in academic year 2017, we found that there were 26,747 agreements in Japan as a whole, with Asia accounting for about half, followed by Europe and North America. The number of agreements per student was about three times as large for national institutions and about twice as large for municipal institutions compared to private institutions. The results showed that 57.2% agreements have mutual tuition waiver, which were varied by regions of partners, with an average rate in Asia and approximately higher in Europe and 10% lower in North America. It varies by hierarchy of Japanese universities. For both national and private institutions, quantity and quality of student exchange agreements are varied. As expected, the higher the tier, the greater quantity and higher quality in partnerships.
{"title":"International partnership of Japanese university: Reciprocity and stratification of study abroad","authors":"Maki Kato, Kazusa Ota","doi":"10.1177/17454999241281487","DOIUrl":"https://doi.org/10.1177/17454999241281487","url":null,"abstract":"This study investigated international partnership held by Japanese universities focusing on their student exchange reciprocity shown in tuition fees and institutional stratification. Using data in academic year 2017, we found that there were 26,747 agreements in Japan as a whole, with Asia accounting for about half, followed by Europe and North America. The number of agreements per student was about three times as large for national institutions and about twice as large for municipal institutions compared to private institutions. The results showed that 57.2% agreements have mutual tuition waiver, which were varied by regions of partners, with an average rate in Asia and approximately higher in Europe and 10% lower in North America. It varies by hierarchy of Japanese universities. For both national and private institutions, quantity and quality of student exchange agreements are varied. As expected, the higher the tier, the greater quantity and higher quality in partnerships.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"19 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142190548","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 : 2024-08-14DOI: 10.1177/17454999241275851
Adedapo T Aladegbaiye, Menno DT de Jong, Ardion D Beldad, Guido M Peters, Roberto R Cruz-Martinez
International universities often promote inclusive learning environments to aid their sojourners’ social integration and improve their well-being. However, little is known about how social experiences with inclusion and integration (SEII) unfold for international PhD candidates in Dutch research universities (DRUs). This study uses the narratives of twenty IPCs to understand the factors that play a role in their SEII in a DRU. Findings suggest that nine factors may define SEII among the participants. Two factors—prior experiences in an ILE and identity in PhD role—played a role in participants’ early SEII, while seven factors played a role in participants’ early and later SEII. These included IPCs’ social participation level, intercultural interaction dynamics, shared language adaptation, cultural events, university’s international campus climate, social support, and perceived prejudice and stereotypes. IPCs and their international universities should align expectations to promote an inclusive social climate to foster social integration of IPCs.
{"title":"Factors that play a role in international PhD candidates’ social experiences with inclusion and integration in an international learning environment: A narrative inquiry in a Dutch research university","authors":"Adedapo T Aladegbaiye, Menno DT de Jong, Ardion D Beldad, Guido M Peters, Roberto R Cruz-Martinez","doi":"10.1177/17454999241275851","DOIUrl":"https://doi.org/10.1177/17454999241275851","url":null,"abstract":"International universities often promote inclusive learning environments to aid their sojourners’ social integration and improve their well-being. However, little is known about how social experiences with inclusion and integration (SEII) unfold for international PhD candidates in Dutch research universities (DRUs). This study uses the narratives of twenty IPCs to understand the factors that play a role in their SEII in a DRU. Findings suggest that nine factors may define SEII among the participants. Two factors—prior experiences in an ILE and identity in PhD role—played a role in participants’ early SEII, while seven factors played a role in participants’ early and later SEII. These included IPCs’ social participation level, intercultural interaction dynamics, shared language adaptation, cultural events, university’s international campus climate, social support, and perceived prejudice and stereotypes. IPCs and their international universities should align expectations to promote an inclusive social climate to foster social integration of IPCs.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"2 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142190546","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 : 2024-07-31DOI: 10.1177/17454999241269008
Britshy R Huka, Adalciza A Ximenes, Videlindah AS Haan
“Lifelong Education Policies in Europe and Latin America” offers an insightful examination of lifelong learning policies through the lens of policy studies, focusing on the similarities and differences between Europe and Latin America. The book delves into various dimensions of employment policies, adult education and learning, vocational education and training, and higher education. It particularly emphasizes the formulation and implementation of these policies by policymakers and the interplay among educational authorities, employers, and providers at local, regional, and national levels. This comparative approach is pivotal in broadening the comprehension of lifelong learning within compensatory and upskilling initiatives.
{"title":"Lifelong education policies in Europe and Latin America","authors":"Britshy R Huka, Adalciza A Ximenes, Videlindah AS Haan","doi":"10.1177/17454999241269008","DOIUrl":"https://doi.org/10.1177/17454999241269008","url":null,"abstract":"“Lifelong Education Policies in Europe and Latin America” offers an insightful examination of lifelong learning policies through the lens of policy studies, focusing on the similarities and differences between Europe and Latin America. The book delves into various dimensions of employment policies, adult education and learning, vocational education and training, and higher education. It particularly emphasizes the formulation and implementation of these policies by policymakers and the interplay among educational authorities, employers, and providers at local, regional, and national levels. This comparative approach is pivotal in broadening the comprehension of lifelong learning within compensatory and upskilling initiatives.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"8 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871729","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 : 2024-07-25DOI: 10.1177/17454999241267263
Vera Braun
The paper theoretically examines the standing of Ukrainian educational qualifications, especially technical and vocational education and training (TVET). It assumes that the existing low social standing of TVET is related to the meritocratic principle. In this sense, this study does not examine the case of Ukraine as an example to illustrate meritocracy but rather examines the case of Ukraine using the concept of meritocracy. It briefly shows how, on the ideal typical level, the merit principle in education-based meritocracies acts as a driver for the dysfunctional devaluation of TVET. After an overview of the Ukrainian education system, the paper examines the shift towards meritocratic logic in Ukraine. It then analyses how this shift influences the Ukrainian education system, educational aspirations, and recruitment strategies in the business world. The paper concludes that the widespread belief in meritocratic principles is an important influencing factor regarding the social devaluation of TVET in Ukraine.
{"title":"Looking at Ukrainian technical and vocational education and training before the war: Consequences of a meritocratic orientation","authors":"Vera Braun","doi":"10.1177/17454999241267263","DOIUrl":"https://doi.org/10.1177/17454999241267263","url":null,"abstract":"The paper theoretically examines the standing of Ukrainian educational qualifications, especially technical and vocational education and training (TVET). It assumes that the existing low social standing of TVET is related to the meritocratic principle. In this sense, this study does not examine the case of Ukraine as an example to illustrate meritocracy but rather examines the case of Ukraine using the concept of meritocracy. It briefly shows how, on the ideal typical level, the merit principle in education-based meritocracies acts as a driver for the dysfunctional devaluation of TVET. After an overview of the Ukrainian education system, the paper examines the shift towards meritocratic logic in Ukraine. It then analyses how this shift influences the Ukrainian education system, educational aspirations, and recruitment strategies in the business world. The paper concludes that the widespread belief in meritocratic principles is an important influencing factor regarding the social devaluation of TVET in Ukraine.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769868","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 : 2024-07-24DOI: 10.1177/17454999241265966
Jacob Højgaard Christensen
This study examines emotional well-being variations among students ( n = 13,398) across 5 countries during the COVID-19 pandemic. Secondary analysis is conducted using data from the Responses to Educational Disruption Survey (REDS), which focused on the pandemic experiences, including well-being, of 8th-grade students. The study constructs an emotional well-being scale employing bi-factor models and multidimensional item response theory, encompassing students’ concerns, loneliness, social isolation, and negative emotions. Cross-analyses with gender and socioeconomic status (SES) reveal significant between-group disparities, measured by Cohen’s d effect sizes. It uncovers gender gaps in emotional well-being, with girls consistently scoring lower in most countries. SES effects on emotional well-being vary among countries, with SES group distinctions generally smaller than gender disparities. Thus, gender appears to have played a more significant role than SES in relation to 8th-grade students' emotional well-being during the COVID-19 pandemic.
本研究探讨了 COVID-19 大流行期间 5 个国家的学生（n=13,398）的情绪健康差异。本研究利用 "对教育中断的反应调查"（REDS）的数据进行了二次分析，该调查的重点是八年级学生的大流行经历，包括幸福感。研究采用双因素模型和多维项目反应理论构建了情绪幸福感量表，涵盖了学生的担忧、孤独、社会隔离和负面情绪。与性别和社会经济地位（SES）的交叉分析表明，根据 Cohen's d 效应量，组间存在显著差异。它揭示了情感幸福感方面的性别差距，在大多数国家，女孩的得分一直较低。不同国家的 SES 对情绪幸福感的影响各不相同，SES 群体间的差异通常小于性别差异。因此，在 COVID-19 大流行期间，性别似乎比社会经济地位对八年级学生情绪健康的影响更大。
{"title":"Gender and socioeconomic perspectives on students’ emotional well-being during the COVID-19 pandemic","authors":"Jacob Højgaard Christensen","doi":"10.1177/17454999241265966","DOIUrl":"https://doi.org/10.1177/17454999241265966","url":null,"abstract":"This study examines emotional well-being variations among students ( n = 13,398) across 5 countries during the COVID-19 pandemic. Secondary analysis is conducted using data from the Responses to Educational Disruption Survey (REDS), which focused on the pandemic experiences, including well-being, of 8th-grade students. The study constructs an emotional well-being scale employing bi-factor models and multidimensional item response theory, encompassing students’ concerns, loneliness, social isolation, and negative emotions. Cross-analyses with gender and socioeconomic status (SES) reveal significant between-group disparities, measured by Cohen’s d effect sizes. It uncovers gender gaps in emotional well-being, with girls consistently scoring lower in most countries. SES effects on emotional well-being vary among countries, with SES group distinctions generally smaller than gender disparities. Thus, gender appears to have played a more significant role than SES in relation to 8th-grade students' emotional well-being during the COVID-19 pandemic.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"9 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769869","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 : 2024-06-21DOI: 10.1177/17454999241256447
Passy Claire Wood, C. Deha Doğan
Assessment and evaluation are crucial to improving educational quality. Examining the opinions of teachers from various countries on in-class assessments can significantly enhance education systems. Similarities and differences in Uganda’s and Turkey’s educational systems justify comparing them. This study aimed to examine and compare the assessment methods used by teachers working in high schools in Uganda and Turkey to determine student achievement. The researcher administered the questionnaire to 119 Ugandan and 85 Turkish high school teachers working in public and private schools in both countries. The researcher used Casual comparative research. The Mann–Whitney U test was used for data analysis. The findings show that Turkish teachers use many in-class assessment methods more often than Ugandan teachers. Compared to Turkish teachers, Ugandan teachers view themselves as more capable of giving student feedback but less competent in taking measures to increase objective scoring. The article outlines further findings and provides recommendations.
评估和评价对提高教育质量至关重要。研究各国教师对课内评估的意见可以极大地促进教育系统的发展。乌干达和土耳其教育系统的异同证明对其进行比较是合理的。本研究旨在考察和比较乌干达和土耳其高中教师在确定学生成绩时所使用的评估方法。研究人员对在两国公立和私立学校工作的 119 名乌干达高中教师和 85 名土耳其高中教师进行了问卷调查。研究人员采用了随机比较研究法。数据分析采用了曼-惠特尼 U 检验。研究结果表明，土耳其教师比乌干达教师更经常使用多种课内评估方法。与土耳其教师相比，乌干达教师认为自己在给予学生反馈方面能力更强，但在采取措施提高客观评分方面能力较弱。文章概述了进一步的研究结果并提出了建议。
{"title":"A comparative study on assessment methods used by high school teachers in Uganda and Turkey","authors":"Passy Claire Wood, C. Deha Doğan","doi":"10.1177/17454999241256447","DOIUrl":"https://doi.org/10.1177/17454999241256447","url":null,"abstract":"Assessment and evaluation are crucial to improving educational quality. Examining the opinions of teachers from various countries on in-class assessments can significantly enhance education systems. Similarities and differences in Uganda’s and Turkey’s educational systems justify comparing them. This study aimed to examine and compare the assessment methods used by teachers working in high schools in Uganda and Turkey to determine student achievement. The researcher administered the questionnaire to 119 Ugandan and 85 Turkish high school teachers working in public and private schools in both countries. The researcher used Casual comparative research. The Mann–Whitney U test was used for data analysis. The findings show that Turkish teachers use many in-class assessment methods more often than Ugandan teachers. Compared to Turkish teachers, Ugandan teachers view themselves as more capable of giving student feedback but less competent in taking measures to increase objective scoring. The article outlines further findings and provides recommendations.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"183 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511283","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 : 2024-05-09DOI: 10.1177/17454999241253059
Keanen M McKinley
In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study’s research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.
{"title":"Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach","authors":"Keanen M McKinley","doi":"10.1177/17454999241253059","DOIUrl":"https://doi.org/10.1177/17454999241253059","url":null,"abstract":"In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study’s research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"22 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934233","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 : 2024-04-03DOI: 10.1177/17454999241242994
Ha Van Le, Long Quoc Nguyen
This study conducted a comparative analysis of critical reading skills among engineering students at private universities in Malaysia and Vietnam, using the Programme for International Student Assessment (PISA) reading framework. Involving 182 undergraduates, the research included a quantitative critical reading test followed by statistical analysis (T-tests) to examine score variability among first-year and final-year students. The analysis revealed significant performance differences among first-year students but not among final-year students from both countries. To complement the quantitative data, semi-structured interviews with 16 participants across different critical reading levels were conducted. These interviews aimed to capture students’ perspectives on the PISA test, highlighting challenges such as the Western orientation of texts, English vocabulary, and the format of open-ended questions. Integrating quantitative and qualitative methods, the study offers an in-depth understanding of the critical reading abilities of engineering students in Malaysia and Vietnam, underscoring the importance of considering cultural and linguistic factors in educational assessments.
{"title":"A comparative study of critical reading abilities among students in Malaysia and Vietnam: Insights from PISA-based assessment","authors":"Ha Van Le, Long Quoc Nguyen","doi":"10.1177/17454999241242994","DOIUrl":"https://doi.org/10.1177/17454999241242994","url":null,"abstract":"This study conducted a comparative analysis of critical reading skills among engineering students at private universities in Malaysia and Vietnam, using the Programme for International Student Assessment (PISA) reading framework. Involving 182 undergraduates, the research included a quantitative critical reading test followed by statistical analysis (T-tests) to examine score variability among first-year and final-year students. The analysis revealed significant performance differences among first-year students but not among final-year students from both countries. To complement the quantitative data, semi-structured interviews with 16 participants across different critical reading levels were conducted. These interviews aimed to capture students’ perspectives on the PISA test, highlighting challenges such as the Western orientation of texts, English vocabulary, and the format of open-ended questions. Integrating quantitative and qualitative methods, the study offers an in-depth understanding of the critical reading abilities of engineering students in Malaysia and Vietnam, underscoring the importance of considering cultural and linguistic factors in educational assessments.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140567021","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 : 2024-03-08DOI: 10.1177/17454999241238172
Wei Lu, Tayla Everson Härkälä
International students have the potential to contribute significantly to host countries through cultural enrichment, economic growth, and human capital development. However, their successful integration into the host society is crucial to realise these benefits. By applying the framework of the two-way integration process from acculturation theory, this study examines the employment integration of international students in Finland, a non-native English-speaking country. Our semi-structured, qualitative in-depth interviews identify several key challenges encountered by international students, including limited information about the labour market, unfamiliarity with recruitment practices, a lack of industry connections, communication gaps from recruiting companies, and host country language barriers. We provide recommendations to organisations and recruiters on how to embrace diversity in their recruitment processes, as well as suggestions to universities on how to better support international students’ transition into the workforce of the host country.
{"title":"International student experience of employment integration in Finland","authors":"Wei Lu, Tayla Everson Härkälä","doi":"10.1177/17454999241238172","DOIUrl":"https://doi.org/10.1177/17454999241238172","url":null,"abstract":"International students have the potential to contribute significantly to host countries through cultural enrichment, economic growth, and human capital development. However, their successful integration into the host society is crucial to realise these benefits. By applying the framework of the two-way integration process from acculturation theory, this study examines the employment integration of international students in Finland, a non-native English-speaking country. Our semi-structured, qualitative in-depth interviews identify several key challenges encountered by international students, including limited information about the labour market, unfamiliarity with recruitment practices, a lack of industry connections, communication gaps from recruiting companies, and host country language barriers. We provide recommendations to organisations and recruiters on how to embrace diversity in their recruitment processes, as well as suggestions to universities on how to better support international students’ transition into the workforce of the host country.","PeriodicalId":45946,"journal":{"name":"Research in Comparative and International Education","volume":"51 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117081","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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