Cross-border education is a fast growing and diverse global market, but little is known about how international students actually live. Using international and cross-country comparative analysis, this book explores how governments influence international student welfare, and how students shape their own opportunities.
As well as formal regulation by government, ‘informal regulation’ through students’ family, friendship and co-student networks proves vital to the overseas experience. Two case study countries - Australia and New Zealand - are presented and compared in detail. These are placed in the global regulatory and market contexts, with lessons for similar exporter countries drawn.
Regulating international students’ wellbeing will be of interest to international students, student representative bodies, education policy makers and administrators, as well as civil servants and policy makers in international organisations. Students and researchers of international and comparative social policy will be drawn into its focus on a little understood but vulnerable global population.
In the greatest social change of the last twenty years about half of Europe’s young people now attend university. Their lived experiences are however largely undocumented.
Antonucci travelled across six cities and three European countries – England, Italy and Sweden – to provide the first ever comparison of the lives of university students across countries and socio-economic backgrounds. Contrasting students’ resources and backgrounds, this original work exposes the profound social effects of austerity and the financial crisis on young people.
Questionnaires and first person interviews reveal that, in contrast with what assumed by HE policies, participating in university exacerbates inequalities among young people. This work is a wake-up call for re-thinking the role of higher education in relation to social justice in European societies.
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Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations.
The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.
Are you a practitioner, supervisor, practice educator, mentor or university tutor supporting students who are struggling on, or failing, their practice placement? Here is the practical guidance you need.
Jo Finch draws on both her own experience training Practice Educators, and international multi-disciplinary research and literature. Chapters examine the signs and symptoms of a struggling student, emotional impact and emotional processes of decision making, and strategies for working effectively with students and academic institutions. Reflective exercises enable you to bring these methods to your own practice.
The ideas here will further knowledge and engender confidence for any teachers, assessors and supervisors on courses with a practice learning component.
, recent youth justice practice reviews in the Australian state of Victoria have raised concerns such as limitations placed on the delivery of classes due to detention centre operational restrictions (for example, understaffing of security personnel) and the paucity of available information about the educational history of students in custody (for example, poor to non-existent information transfer between community and youth detention centres; Armitage and Ogloff, 2017 ; Victoria Auditor-General’s Office, 2018 ). The purpose of the research project reported in this
also as sources of creativity and agency. To understand what student activists do and how they do it, we must look at the characteristics of the organizations in which they act, where these organizations come from, their connections with the party system, and the traditions of activism that feed and shape the new generations of students. In this chapter, we focus on two dimensions to explain the ways in which students react to changes in the HE sector. First, the extent to which the student body has access to decision-making instances, at levels that include
Introduction Although differences between countries continue to be pronounced, national HE systems are becoming more alike in the sense of being more market-oriented, even in countries with a strong welfare tradition. Fighting back against these processes, student protests arose unexpectedly – to a certain extent – in several countries across the five continents, with particularly intense waves in countries such as South Korea and India in Asia, Chile and Mexico in Latin America, Canada and the United States in North America, South Africa and Nigeria in
Synopsis This is a research story that captures the position of the architecture student responding to the dual challenges of designing housing (a complex design problem in and of itself) and accommodating an aged population. The story is located within a fictional setting – the Celtic School of Architecture (CSA) – and presents a composite student character known as August. Based on real events, the story reports on the design and research outputs of an undergraduate cohort – those engaged in the ‘Ageing Town’ design studio – and includes reflections on
Introduction The purpose of this article is to show how different categorisations and understandings of students with psychosocial problems intertwine with neoliberally informed practices in the field of education and influence students’ subjective identity processes, participation and belonging in higher education (HE). Neoliberal tenets in the global field of education incite higher education institutions (HEIs) to engage in academic capitalism: market-like behaviours with an overall focus on competition, measurement, assessment and employability
Research doesn’t exist in a bubble but co-exists with a multitude of other tasks and commitments, yet there is more need for people to save time than ever before. Brilliantly attuned to the demands placed on researchers, this book considers how students, academics and professionals alike can save time and stress without compromising the quality of their research or its outcomes.
