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Gauttam P, Singh B, Singh S, Bika SL, Tiwari RP. Education as a soft power resource: A systematic review. Heliyon 2024; 10:e23736. [PMID: 38268586 PMCID: PMC10806264 DOI: 10.1016/j.heliyon.2023.e23736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 12/06/2023] [Accepted: 12/12/2023] [Indexed: 01/26/2024] Open
Abstract
The role of higher education in the foreign policy of states has been increasing significantly in order to generate soft power. Nevertheless, the literature on the educational aspect of soft power has yet to be systematically reviewed. Therefore, this systematic review is conducted to delineate and analyze the major studies in the field of international higher education which indicates education as a soft power resource for a country. To identify the multiple and contrary arguments on the topic, this study reviewed 48 peer-reviewed articles published from 2001 to 2022. The data collected from the reviewed papers are organized into five sub-sections outlined in the results sections. The contradictions in the literature are examined within the sub-sections in order to understand the various perspectives on education as a resource of soft power. Through analyzing the data mentioned in the results section, this study provides a framework of the essential conditions to harness education as a soft power resource. Furthermore, this review also suggests prospects for future research in this area.
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Affiliation(s)
- Priya Gauttam
- Department of South and Central Asian Studies, School of International Studies, Central University of Punjab, Bathinda, 151401, India
| | - Bawa Singh
- Department of South and Central Asian Studies, School of International Studies, Central University of Punjab, Bathinda, 151401, India
| | - Sandeep Singh
- Department of South and Central Asian Studies, School of International Studies, Central University of Punjab, Bathinda, 151401, India
| | - Shankar Lal Bika
- Department of Education, Central University of Punjab, Bathinda, 151401, India
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Hashimoto D, Gulla A, Satoi S, Yamamoto T, Yamaki S, Matsui Y, Ohe C, Yamasaki M, Hamada M, Ikeura T, Shimatani M, Breugelmans R, Utkus A, Poskus T, Samuilis A, Miglinas M, Laurinavicius A, Tomoda K, Hendrixson V, Sekimoto M, Strupas K. The academic impact and value of an international online surgery lecture series. Surg Today 2023; 53:1100-1104. [PMID: 36790475 PMCID: PMC9930694 DOI: 10.1007/s00595-023-02660-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Accepted: 01/04/2023] [Indexed: 02/16/2023]
Abstract
Due to the worldwide travel restrictions caused by the 2019 coronavirus disease pandemic, many universities and students lost opportunities to engage in international exchange over the past 2 years. Teleconferencing systems have thus been developed to compensate for severe travel restrictions. Kansai Medical University in Japan and Vilnius University in Lithuania have a collaborative research and academic relationship. The two universities have been conducting an online joint international surgery lecture series for the medical students of both universities. Fifteen lectures were given from October 2021 to May 2022. The lectures focused on gastrointestinal surgery, gastroenterology, radiology, pathology, genetics, laboratory medicine, and organ transplantation. A survey of the attendees indicated that they were generally interested in the content and satisfied with attending this lecture series. Our efforts were successful in providing Japanese and Lithuanian medical students with the opportunity to engage in international exchange through lectures held in each other's countries.
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Affiliation(s)
- Daisuke Hashimoto
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan
| | - Aiste Gulla
- Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
- Center of Abdominal Surgery, Vilnius University Hospital Santaros Klinikos, Vilnius, Lithuania
| | - Sohei Satoi
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan.
- Division of Surgical Oncology, University of Colorado Anschutz Medical Campus, Aurora, CO, USA.
| | - Tomohisa Yamamoto
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan
| | - So Yamaki
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan
| | - Yuki Matsui
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan
| | - Chisato Ohe
- Department of Pathology and Clinical Laboratory, Kansai Medical University, Osaka, Japan
| | - Makoto Yamasaki
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan
| | - Madoka Hamada
- Department of Gastrointestinal Surgery, Kansai Medical University Hospital, Osaka, Japan
| | - Tsukasa Ikeura
- Third Department of Internal Medicine, Kansai Medical University, Osaka, Japan
| | - Masaaki Shimatani
- Third Department of Internal Medicine, Kansai Medical University, Osaka, Japan
| | | | - Algirdas Utkus
- Department of Human and Medical Genetics, Institute of Biomedical Science, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
| | - Tomas Poskus
- Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
- Center of Abdominal Surgery, Vilnius University Hospital Santaros Klinikos, Vilnius, Lithuania
| | - Arturas Samuilis
- Department of Radiology, Nuclear Medicine and Medical Physics, Institute of Biomedical Sciences, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
| | - Marius Miglinas
- Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
- Center of Abdominal Surgery, Vilnius University Hospital Santaros Klinikos, Vilnius, Lithuania
| | - Arvydas Laurinavicius
- Department of Pathology, Forensic Medicine and Pharmacology, Institute of Biomedical Sciences, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
- National Center of Pathology, Affiliate of Vilnius University Hospital Santaros Klinikos, Vilnius, Lithuania
| | - Koichi Tomoda
- Department of Otorhinolaryngology, Kansai Medical University, Osaka, Japan
| | - Vaiva Hendrixson
- Institute of Biomedical Sciences, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
| | - Mitsugu Sekimoto
- Department of Surgery, Kansai Medical University, 2-5-1 Shin-Machi, Hirakata City, Osaka, 573-1010, Japan
| | - Kestutis Strupas
- Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
- Center of Abdominal Surgery, Vilnius University Hospital Santaros Klinikos, Vilnius, Lithuania
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Nicolai S, Jordan K, Adam T, Kaye T, Myers C. Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. Int J Educ Dev 2023; 102:102841. [PMID: 38620147 PMCID: PMC10293898 DOI: 10.1016/j.ijedudev.2023.102841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2022] [Revised: 05/09/2023] [Accepted: 06/23/2023] [Indexed: 04/17/2024]
Abstract
During school closures prompted by the Covid-19 pandemic, educational technology (EdTech) was often used to continue educational provision. In this article, we consider EdTech effectiveness using a holistic framework, and synthesise findings from 10 primary research studies of EdTech interventions conducted in low- and middle-income countries during the pandemic. The framework includes five main lenses: learning outcomes, enhancing equity, implementation context, cost and affordability, and alignment and scale. While in-person schooling has largely resumed, there continues to be further integration of EdTech into education systems globally. This analysis provides evidence-based insights and highlights knowledge gaps to shape holistic analysis of both EdTech mainstreaming and future research into the effective use of EdTech to strengthen learning.
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Affiliation(s)
- Susan Nicolai
- ODI, 203 Blackfriars Road, London, UK, SE1 8NJ
- EdTech Hub
| | - Katy Jordan
- Faculty of Education, University of Cambridge, 184 Hills Rd, Cambridge CB2 8PQ, UK
- EdTech Hub
| | - Taskeen Adam
- Open Development & Education
- EdTech Hub
- Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park 2006, South Africa
| | - Tom Kaye
- Open Development & Education
- EdTech Hub
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Rainer Gottlieb U, Beatson A. Why confidence leads to swifter tertiary education choices: A qualitative study of the international tertiary education industry of Australia. Heliyon 2023; 9:e17484. [PMID: 37416679 PMCID: PMC10320094 DOI: 10.1016/j.heliyon.2023.e17484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 06/14/2023] [Accepted: 06/20/2023] [Indexed: 07/08/2023] Open
Abstract
This paper investigates international students' confidence as a base for imminent tertiary education decisions. International students are a highly sought-after commodity, particularly during and after a global pandemic when the income streams of tertiary education providers are limited. In-depth interviews were conducted with students who sought guidance towards an international study experience to explore the guiding research questions, (1) how does confidence impact tertiary education decisions of international students and (2) what is the relationship between confidence and time to make a tertiary education decision? Set within the context of the international tertiary education industry of Australia, the original contribution stems from identifying that guidance towards an international study experience is affected by confidence in; guidance counselors, the brand name of the university, and the tertiary education decision itself. The identified confidence characteristics in this study have an inverse relationship with the length of time taken for the students' decision-making process. This leads to swifter finalizations of tertiary education decisions by students increasing returns on education providers' admission activities.
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Jonbekova D. Government scholarships for international higher education: pathways for social change in Kazakhstan. High Educ (Dordr) 2023:1-17. [PMID: 37362759 PMCID: PMC10089380 DOI: 10.1007/s10734-023-01034-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/29/2023] [Indexed: 06/28/2023]
Abstract
Globally, scholarships for international higher education play a critical role in human capital development. While substantial research has documented the benefits such scholarships provide for individuals, their impact on the creation of pathways for social change remains under-researched. This paper bridges this gap by examining the extent to which a government scholarship for international education has created pathways for social change in Kazakhstan. Data were collected through interviews with 67 scholarship alumni. Drawing on Dassin et al.'s (2018) framework for pathways to social change, the findings reveal that international education fosters social change in Kazakhstan in four ways. First, the scholarship program develops local talent and builds agents of change. Second, it widens access to international education, particularly for individuals from marginalized communities, who would otherwise lack access owing to their scarce financial resources. Third, the program develops alumni's cosmopolitan and intercultural competencies and strengthens international collaborations. Finally, it creates associations and groups through which alumni can collectively contribute to society. The findings highlight that while the interviewed alumni foster strong patriotic feelings and are determined to contribute to the prosperity of their country, underdeveloped industries, economic volatility, and top-down bureaucracy in workplaces limit their potential contributions to social changes. These findings may help policymakers and administrators to reconsider and improve on the design and structure of scholarship programs.
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Affiliation(s)
- Dilrabo Jonbekova
- Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
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Holvoet N, Casten W, Demissie EW, Dewachter S, Gamboa MKC, Adhanom TG, Ibrahim AH, Makundi H, Manguni G, Manyuru GA, Mugabi N, Nawanda YE, Nguyen CH, Pallangyo WA, Pascual-Villar R, Saavedra LP, Salgado MT, Tysmans N, Vu AN, Wuyts E, Weldegebriel ZB. Theory-based evaluation of the impact of Master's programmes in development studies: Insights from a mixed-methods and multicultural alumni action research project. Eval Program Plann 2023; 97:102228. [PMID: 36708698 DOI: 10.1016/j.evalprogplan.2023.102228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 08/25/2022] [Accepted: 01/05/2023] [Indexed: 06/18/2023]
Abstract
To understand the impact of the international Master's programmes offered at the Institute of Development Policy (University of Antwerp), a theory-based evaluation was undertaken. In the first phase, a Theory of Change (ToC) was elaborated, distinguishing between three levels of impact (individual, organisational and societal), four learning dimensions (knowledge, skills, attitudes and networks) and five implicit pathways (change agent, social network, widening access, academic diversity, international understanding). Given the multifaceted and vague nature of the 'impact' concept under study, we selected an international, gender-balanced, multi-sectoral team of alumni researchers who fostered inclusiveness of different perspectives, at the same time capitalising on their depth of understanding, having gone through the study experience themselves. A mixed-methods approach was adopted to validate the ToC, combining a Most Significant Change approach, categorisation and text analysis of 101 alumni impact stories. Our findings demonstrate the importance of the three levels of impact and four learning dimensions in capturing graduate impact. While the impact stories confirmed the dominant 'change agent' pathway, they also hinted at the importance of hybrid complementary configurations of pathways to fully grasp how impact materialises.
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Affiliation(s)
- Nathalie Holvoet
- Institute of Development Policy, University of Antwerp, Lange St. Annastraat 7, 2000 Antwerpen, Belgium.
| | - Wanda Casten
- Pilipinas Monitoring & Evaluation Society, 2-P Lee Gardens Commercial Center, Shaw Blvd., Mandaluyong City 1552, Philippines.
| | | | - Sara Dewachter
- Institute of Development Policy, University of Antwerp, Lange St. Annastraat 7, 2000 Antwerpen, Belgium.
| | - Marian Kaye C Gamboa
- National Economic and Development Authority, 12 Josemaria Escriva Drive, Ortigas Center, Pasig City, Philippines; Independent MEL consultant.
| | - Tewelde Gebremariam Adhanom
- Department of Gender and Development Studies, College of Social Science and Humanities, University of Gondar, P.O. Box 196, Gondar, Ethiopia.
| | - Abdurahman Hamza Ibrahim
- School of Governance and Development Studies, Hawassa University, P.O. Box 05, Hawassa, Ethiopia.
| | - Hezron Makundi
- IDS University of Dar es Salaam, Room 229, IDS-Kiswahili Building, UDSM Main Campus, P.O. Box 35169, Dar es Salaam, Tanzania.
| | - Grachel Manguni
- Institute of Development Policy, University of Antwerp, Lange St. Annastraat 7, 2000 Antwerpen, Belgium.
| | - Georgina Angela Manyuru
- World Bank Group, Uganda Country Office, Rwenzori House, Plot 1, Lumumba Avenue, P.O. Box 4463, Kampala, Uganda.
| | - Nicholas Mugabi
- School of Social Sciences, Makerere University, P.O. Box 7062, Kampala, Uganda.
| | - Yahya E Nawanda
- Department of Development Studies (DDS), College of Social Sciences and Humanities, Sokoine University of Agriculture, P.O. Box 3024, Morogoro, Tanzania.
| | - Chau Hoai Nguyen
- Canadian Development Program in Vietnam, 31 Hung Vuong str., Hanoi, Viet Nam.
| | | | - Rose Pascual-Villar
- National Economic and Development Authority (NEDA), Region 3, Philippines; Bulacan State University, City of Malolos, Bulacan, Philippines.
| | | | - Mariluz Torres Salgado
- Universidad Centroamericana (UCA) and Fundación Zamora Terán (FZT), Sierritas de Santo Domingo, de la radio estrella del Mar 1 KM al sur. Managua, Nicaragua.
| | - Nash Tysmans
- Independent consultant/researcher, Brussels, Belgium.
| | - Anh Ngoc Vu
- Department of Politics and International Relations, University of Sheffield, Elmfield Building, Northumberland Road, Sheffield S10 2TU, United Kingdom.
| | - Eva Wuyts
- Independent Consultant/Researcher, Lier, Belgium.
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Inouye K, Lee S, Oldac YI. A systematic review of student agency in international higher education. High Educ (Dordr) 2022; 86:1-21. [PMID: 36439326 PMCID: PMC9676751 DOI: 10.1007/s10734-022-00952-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
The agency of international students has long been neglected and undertheorised, though recent literature indicates that this has started to change. This paper systematically reviews 51 studies that address student agency in international higher education. Focusing on research published in the last two decades (2000-2020), the review draws on studies that foreground student voices, or international students' perspectives, rather than the perspectives of teachers, administrators or policymakers. A detailed discussion of how international student agency is positioned in the literature found that agency appears as either: a research object, as part of a theoretical or conceptual framework, or an emergent finding. Furthermore, our analysis suggests that the term "agency" is often used as a buzzword rather than as a fleshed-out concept. Thus, drawing on this initial analysis, the review synthesises varying but overlapping conceptualisations of international student agency in the literature into an integrative framework. Implications for future research are drawn, based on our findings about the understudied populations and methodological limitations in the literature. Supplementary Information The online version contains supplementary material available at 10.1007/s10734-022-00952-3.
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Affiliation(s)
- Kelsey Inouye
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY UK
| | - Soyoung Lee
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY UK
| | - Yusuf Ikbal Oldac
- School of Graduate Studies, Lingnan University, 8 Castle Peak Road, B.Y. Lam Building, LBY112, Lingnan, Tuen Mun, Hong Kong, People’s Republic of China
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Marginson S. Space and scale in higher education: the glonacal agency heuristic revisited. High Educ (Dordr) 2022; 84:1365-1395. [PMID: 36415669 PMCID: PMC9672564 DOI: 10.1007/s10734-022-00955-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/26/2022] [Indexed: 06/16/2023]
Abstract
The 2002 'glonacal' paper described higher education as a multi-scalar sector where individual and institutional agents have open possibilities and causation flows from any of the interacting local, national and global scales. None have permanent primacy: global activity is growing; the nation-state is crucial in policy, regulation and funding; and like the other scales, the local scale in higher education and knowledge is continually being remade and newly invented. The glonacal paper has been widely used in higher education studies, though single-scale nation-bound methods still have a strong hold. Drawing on insights from human geography and selected empirical studies, the present paper builds on the glonacal paper in a larger theorization of space and scale. It describes how material elements, imagination and social practices interact in making space, which is the sphere of social relations; it discusses multiplicity in higher education space and sameness/different tensions; and it takes further the investigation of one kind of constructed space in higher education, its heterogenous scales (national, local, regional, global etc.). The paper reviews the intersections between scales, especially between national and global, the ever-changing ordering of scales, and how agents in higher education mix and match scales. It also critiques ideas of fixed scalar primacy such as methodological nationalism and methodological globalism-influential in studies of higher education but radically limiting of what can be imagined and practised. Ideas matter. The single-scale visions and scale-driven universals must be cleared away to bring a fuller geography of higher education to life.
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Affiliation(s)
- Simon Marginson
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY Oxfordshire UK
- Centre for the Study of Higher Education, University of Melbourne, Melbourne, Australia
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Lenhard NK, An C, Jasthi D, Laurel-Vargas V, Weinstein I, Vargas JA, Jones K, Lam SK. Establishing a Virtual Global Health Education Partnership: The Cleveland-Cusco Connection. Med Sci Educ 2022; 32:1087-1094. [PMID: 36117947 PMCID: PMC9469813 DOI: 10.1007/s40670-022-01626-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/06/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The Cleveland-Cusco Connection (CCC) elective was created during the COVID-19 pandemic to continue global health (GH) education for Case Western Reserve University (CWRU) and Universidad Nacional de San Antonio Abad del Cusco (UNSAAC) medical students. The CCC elective was held over Zoom and aimed to promote international collaboration, knowledge about health systems, and perspectives in GH with synchronous and asynchronous learning. METHODS Peruvian and US medical students participated in six monthly sessions consisting of student presentations and large and small group discussions. The elective was led collaboratively by CWRU and UNSAAC students. We evaluated students' experience using pre- and post-course surveys. RESULTS Nineteen students (76%) completed the post-course survey. The median rating for meeting each course objective was "somewhat effective" on a 5-point scale ranging from "very ineffective" to "very effective." All respondents would recommend the course to a friend. Common barriers included language challenges, fatigue from other coursework, and technology issues. Seven students' pre- and post-course surveys could be linked. The number of students who agreed with the statements assessing course objectives increased for all questions between the pre- and post-test, with only the number agreeing that they understood the Peruvian healthcare system increasing significantly (p < 0.05). DISCUSSION The CCC elective provides a valuable GH educational opportunity via a virtual platform. Students reported that learning from their peers was effective and enjoyable. CONCLUSION Virtual GH electives like the CCC may offer benefits in terms of cost, equity, and flexibility and merit further investigation. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01626-6.
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Affiliation(s)
- Nora K. Lenhard
- Case Western Reserve University School of Medicine, 9501 Euclid Avenue, 160F, Cleveland, OH USA
| | - Crystal An
- Case Western Reserve University School of Medicine, 9501 Euclid Avenue, 160F, Cleveland, OH USA
| | - Divya Jasthi
- Case Western Reserve University School of Medicine, 9501 Euclid Avenue, 160F, Cleveland, OH USA
| | | | - Ilon Weinstein
- Case Western Reserve University School of Medicine, 9501 Euclid Avenue, 160F, Cleveland, OH USA
| | | | - Katherine Jones
- Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH 44106 USA
- Cleveland Clinic, Cleveland, OH 44106 USA
| | - Suet Kam Lam
- Case Western Reserve University School of Medicine, 9501 Euclid Avenue, 160F, Cleveland, OH USA
- Cleveland Clinic Lerner College of Medicine of Case Western Reserve University School of Medicine, Cleveland, OH 44106 USA
- Cleveland Clinic, Cleveland, OH 44106 USA
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Tenison C, Ling G, McCulla L. Supporting College Choice Among International Students through Collaborative Filtering. Int J Artif Intell Educ 2022; 33:1-29. [PMID: 36035588 PMCID: PMC9390112 DOI: 10.1007/s40593-022-00307-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/02/2022] [Indexed: 11/30/2022]
Abstract
In this paper we use historic score-reporting records and test-taker metadata to inform data-driven recommendations that support international students in their choice of undergraduate institutions for study in the United States. We investigate the use of Structural Topic Modeling (STM) as a context-aware, probabilistic recommendation method that uses test-takers' selections and metadata to model the latent space of college preferences. We present the model results from two perspectives: 1) to understand the impact of TOEFL score and test year on test-takers' preferences and choices and 2) to recommend to the test-taker additional undergraduate institutions for application consideration. We find that TOEFL scores can explain variance in the probability that test-takers belong to certain preference-groups and, by accounting for this, our system adjusts recommendations based on student score. We also find that the inclusion of year, while not significantly altering recommendations, does enable us to capture minor changes in the relative popularity of similar institutions. The performance of this model demonstrates the utility of this approach for providing students with personalized college recommendations and offers a useful baseline approach that can be extended with additional data sources.
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Hong M, Lingard B, Hardy I. Australian policy on international students: pivoting towards discourses of diversity? Aust Educ Res 2022; 50:881-902. [PMID: 35602326 PMCID: PMC9112271 DOI: 10.1007/s13384-022-00532-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Accepted: 04/18/2022] [Indexed: 06/15/2023]
Abstract
As the third-largest export industry, international education occupies an important place in the Australian economy and society. Employing Bacchi's "What is the Problem Represented to be" (WPR) approach, this paper critically analyses four key policies pertaining to international students in Australia since the 1990s. Drawing upon theorising of the globalisation of international education policy, we uncover contestation and problem representation in discourses around the economisation of education and of international students' experiences. The findings reveal multiple discourses of the problematisation of diversity at play, including a "pivot" towards protection of international students' rights as consumers and as potential future citizens, and increased attention to the intrinsic value of international students as people, and not simply as economic agents. The findings have implications for other national contexts, in which international students contribute to the economic viability of education, and in which internationalisation of education in universities has the capacity to foster enhanced cross-cultural understanding.
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Affiliation(s)
- Min Hong
- School of Education, Huazhong University of Science and Technology, Wuhan, China
| | - Bob Lingard
- Research Centre for Digital Data and Assessment in Education, Australian Catholic University, Brisbane, Australia
| | - Ian Hardy
- School of Education, University of Queensland, Brisbane, Australia
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Abstract
While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high impact practice that fosters student engagement and hence college completion. The Consortium for Analysis of Student Success through International Education (CASSIE), compiled semester-by-semester records from 221,981 students across 35 institutions. Of those students, 30,549 had studied abroad. Using nearest-neighbor matching techniques that accounted for a myriad of potentially confounding variables along with matching on institution, the analysis found positive impacts of education abroad on graduation within 4 and 6 years and on cumulative GPA at graduation. A very small increase in credit hours earned emerged, counterbalanced by a small decrease in time-to-degree associated with studying abroad. Overall, the results warrant conclusions that studying abroad does not impede timely graduation. To the contrary, encouraging students to study abroad promotes college completion. These results held similarly for students who had multiple study abroad experiences, and who have studied abroad for varying program lengths.
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Beatty A, Berkhout E, Bima L, Pradhan M, Suryadarma D. Schooling progress, learning reversal: Indonesia's learning profiles between 2000 and 2014. Int J Educ Dev 2021; 85:102436. [PMID: 34483465 PMCID: PMC8326247 DOI: 10.1016/j.ijedudev.2021.102436] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 04/12/2021] [Accepted: 05/12/2021] [Indexed: 06/13/2023]
Abstract
We examine the relationship between schooling completed and mathematics learning from 2000 to 2014 by developing learning profiles for Indonesia. Using nearly-nationally representative survey data, we find a large gap between students' ability and standards set by the national curriculum. Learning declined over 14 years, a loss of a fourth of a standard deviation. To put this loss in context, the average child in grade 7 in 2014 achieved the same numeracy mastery as the average child in grade 4 in 2000. The reduction in learning was widespread, affecting all subgroups. Junior and senior secondary enrollment increased over this timeframe, but this decline was not due to changes in student composition.
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Affiliation(s)
- Amanda Beatty
- Mathematica, 955 Massachusetts Avenue, Cambridge, MA, 02139, USA
| | - Emilie Berkhout
- AIGHD, Amsterdam Institute for Global Health and Development, Paasheuvelweg 25, 1105 BP, Amsterdam, the Netherlands
| | - Luhur Bima
- The SMERU Research Institute, Jl. Cikini Raya No.10A, RT.13/RW.5, Cikini, Jakarta, 10330, Indonesia
| | - Menno Pradhan
- AIGHD, Amsterdam Institute for Global Health and Development, Paasheuvelweg 25, 1105 BP, Amsterdam, the Netherlands
| | - Daniel Suryadarma
- The SMERU Research Institute, Jl. Cikini Raya No.10A, RT.13/RW.5, Cikini, Jakarta, 10330, Indonesia
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Jones N, Sanchez Tapia I, Baird S, Guglielmi S, Oakley E, Yadete WA, Sultan M, Pincock K. Intersecting barriers to adolescents' educational access during COVID-19: Exploring the role of gender, disability and poverty. Int J Educ Dev 2021; 85:102428. [PMID: 36568534 PMCID: PMC9758312 DOI: 10.1016/j.ijedudev.2021.102428] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 05/02/2021] [Accepted: 05/05/2021] [Indexed: 06/09/2023]
Abstract
This article explores the social determinants of adolescents' access to education during the COVID-19 pandemic in three diverse urban contexts in Bangladesh, Ethiopia and Jordan. It provides novel empirical data from the Gender and Adolescence: Global Evidence longitudinal study, drawing on phone surveys (4441), qualitative interviews with adolescents aged 12-19 years (500), and key informant interviews conducted between April and October 2020. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. The paper concludes by reflecting on policy implications for inclusive distance education in emergencies.
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Affiliation(s)
- Nicola Jones
- Gender and Adolescence: Global Evidence (GAGE), Overseas Development Institute, 203 Blackfriars Road, London, SE1 8NJ, United Kingdom
| | | | - Sarah Baird
- Department of Global Health, George Washington University, 950 New Hampshire Ave NW, Washington, DC, 20052, United States
| | - Silvia Guglielmi
- Gender and Adolescence: Global Evidence (GAGE), Overseas Development Institute, 203 Blackfriars Road, London, SE1 8NJ, United Kingdom
| | - Erin Oakley
- Milken Institute School of Public Health, George Washington University, 950 New Hampshire Ave, NW, Washington, DC, 20052, United States
| | - Workneh Abebe Yadete
- Quest Research, Training and Consultancy PLC / GAGE Ethiopia, Kirkos, Sub-City, W01, H/N: 455/505, Addis Ababa, Ethiopia
| | - Maheen Sultan
- BRAC Institute of Governance and Development, BRAC University, SK Centre, GP, JA-4, TB Gate, Mohakhali, Dhaka, 1212, Bangladesh
| | - Kate Pincock
- Gender and Adolescence: Global Evidence (GAGE), Overseas Development Institute, 203 Blackfriars Road, London, SE1 8NJ, United Kingdom
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15
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Kaffenberger M. Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. Int J Educ Dev 2021; 81:102326. [PMID: 33716394 PMCID: PMC7923185 DOI: 10.1016/j.ijedudev.2020.102326] [Citation(s) in RCA: 46] [Impact Index Per Article: 15.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Revised: 12/02/2020] [Accepted: 12/06/2020] [Indexed: 05/20/2023]
Abstract
This paper uses a calibrated "pedagogical production function" model to estimate the potential long-term losses to children's learning from the temporary shock of Covid-19 related school closures. It then models possible gains from two mitigation strategies. Without mitigation, children could lose more than a full year's worth of learning from a three-month school closure because they will be behind the curriculum when they re-enter school and will fall further behind as time goes on. Remediation when children return to school reduces the long-term learning loss by half, but still leaves children more than half a year behind where they would have been with no shock. Remediation combined with long-term reorientation of curriculum to align with children's learning levels fully mitigates the long-term learning loss due to the shock and surpasses the learning in the counterfactual of no shock by more than a full year's worth of learning. Systems need to begin planning now for remediation programmes, and as they do so they should build programmes and train teachers in ways that can continue to produce benefits beyond the period immediately following reopening.
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16
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Ramia G. Crises in international education, and government responses: a comparative analysis of racial discrimination and violence towards international students. High Educ (Dordr) 2021; 82:599-613. [PMID: 33487671 PMCID: PMC7813531 DOI: 10.1007/s10734-021-00684-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/12/2021] [Indexed: 06/12/2023]
Abstract
Crises affect international students' overseas experiences, but crisis theory is rarely considered in international education studies. This article provides a comparative study of two countries, using a 'most similar cases' research design, to analyse host-nation government responses to crisis situations. The two countries are Australia and New Zealand. The crisis in each case relates to racial discrimination and violence against international students. The article finds that Australia and New Zealand each had a 'long-shadow crisis'. Yet, Australia's governmental response was more systematic and comprehensive, mainly because of the formation of a pro-action 'advocacy coalition' which was formed in the context of a federal political system. The article discusses key implications for international education studies, highlighting that governmental structures matter in crisis response, and that crisis theory is important to interpreting policy challenges, especially in the era of COVID-19.
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Affiliation(s)
- Gaby Ramia
- Department of Government and International Relations, NSW Public Policy Institute, The University of Sydney, Camperdown, NSW 2006 Australia
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17
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Hsieh CC. Internationalization of higher education in the crucible: Linking national identity and policy in the age of globalization. Int J Educ Dev 2020; 78:102245. [PMID: 32834461 PMCID: PMC7365651 DOI: 10.1016/j.ijedudev.2020.102245] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Revised: 05/22/2020] [Accepted: 07/05/2020] [Indexed: 06/11/2023]
Abstract
Nationalism's rise represents a potential harbinger of doom for the internationalization of higher education (IoHE). Space exists for research to amplify our understanding of the interplay between internationalization and nationalism from a public policy theory perspective. The study identified and classified policies and policy ideas pertinent to IoHE, and furthermore, explored how political rivalries in Taiwan have influenced IoHE's development under globalization. Analysis of documentary data from an online national database reveals how IoHE policy changes reflect the machinations of political actors to advance domestic political agendas and provoke controversy. The advocacy coalition framework informs our explanation of how the aforementioned changes reflect Taiwan's inward-looking political climate, unique geopolitical circumstances, and longstanding controversy over national identity. The paper discusses the implications of context for IoHE development across three consecutive government regimes to provide insights for further comparisons with other localities and contexts.
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Affiliation(s)
- Chuo-Chun Hsieh
- Department of Education and Learning Technology, National Tsing Hua University, Address: No. 521, Nanda Rd., East Dist., Hsinchu City 30014, Taiwan, ROC
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18
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Sozio SM, Kazancıoğlu R, Küçükdurmaz F, Koç MM, Arici DS, DiBiase RM, Greene JA, Beach MC. Transforming a U.S. scholarly concentrations program internationally: lessons learned. BMC Med Educ 2019; 19:115. [PMID: 31023300 PMCID: PMC6485131 DOI: 10.1186/s12909-019-1545-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Accepted: 04/03/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Scholarly Concentrations programs in U.S. medical schools aim to instill passion for critical thinking and promote careers in academic medicine. The rise of these programs has seen variable goals, structure, and outcomes. Transformation of these programs internationally is in its infancy. METHODS We describe implementation of the Johns Hopkins School of Medicine Scholarly Concentrations program, offering Basic Science, Clinical Science, Medical Ethics/Healing Arts, History of Medicine, and Public Health/Community Service, at Bezmiâlem Vakif University in Istanbul, Turkey. Over six modules in the preclinical years, students develop a faculty-mentored experience which encourages the acquisition of attitudes and skills for self-directed, lifelong learning and scholarship. This culminates in abstract and project presentation. We report program characteristics (context and logistics) and outcomes (student engagement and experiences). RESULTS The Scholarly Concentrations program at Bezmiâlem began in 2014, with nearly two completed cohorts of students. In comparison to Johns Hopkins, students at Bezmiâlem begin at an earlier age (thus do not have as much prior research experience) and are subsequently evaluated for residency in terms of test scores rather than scholarship and publications, but have a similar level of intellectual curiosity and desire to take ownership of their project. Eighty-two percent of Bezmiâlem students stated the project they pursued was either their own idea or was an idea they formed after meeting with their mentor. Students at Bezmialem were more likely to choose Clinical Science projects (p = 0.009). Only 5% of Bezmiâlem students in end-of-course survey felt dissatisfied with the level of ownership they experienced with their project, a frequency similar to that seen by Johns Hopkins students (2%). CONCLUSIONS Scholarly Concentrations programs play an important role in U.S. medical schools, and these programs can be successfully implemented internationally. The Scholarly Concentrations program at Johns Hopkins has been transformed to a program at Bezmiâlem in Istanbul, the first program outside North America or the European Union. When designing these programs, one must consider the context, logistics, student engagement, and outcomes. While long-term outcomes are needed, this can serve as a model for implementation elsewhere.
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Affiliation(s)
- Stephen M. Sozio
- Department of Medicine, Division of Nephrology, Johns Hopkins University School of Medicine, 301 Mason Lord Dr, Suite 2500, Baltimore, MD 21224 USA
- Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins Medical Institutions, Baltimore, MD USA
| | | | - Fatih Küçükdurmaz
- Department of Orthopedics and Traumatology, Marmara University, Istanbul, Turkey
| | | | | | - Rebecca M. DiBiase
- Department of Medicine, Division of Nephrology, Johns Hopkins University School of Medicine, 301 Mason Lord Dr, Suite 2500, Baltimore, MD 21224 USA
| | - Jeremy A. Greene
- Department of Medicine, Division of Nephrology, Johns Hopkins University School of Medicine, 301 Mason Lord Dr, Suite 2500, Baltimore, MD 21224 USA
- Department of History of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD USA
| | - Mary Catherine Beach
- Department of Medicine, Division of Nephrology, Johns Hopkins University School of Medicine, 301 Mason Lord Dr, Suite 2500, Baltimore, MD 21224 USA
- Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins Medical Institutions, Baltimore, MD USA
- Berman Institute of Bioethics, Johns Hopkins University School of Medicine, Baltimore, MD USA
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Byrne E, Brugha R, McGarvey A. 'A melting pot of cultures' -challenges in social adaptation and interactions amongst international medical students. BMC Med Educ 2019; 19:86. [PMID: 30885174 PMCID: PMC6423840 DOI: 10.1186/s12909-019-1514-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2018] [Accepted: 03/07/2019] [Indexed: 05/21/2023]
Abstract
BACKGROUND The internationalisation of higher level education and the profiles - nationalities, ethnicities and cultural identities - of students who migrate to undertake higher level education programmes in a different country are increasingly complex. This article explores the way in which cultural backgrounds impact the student's experiences of an international medical school, and how these experiences have the potential to inform the development and design of student support services for those students who are not coping well with the transition. METHODS Thirty one first year students were interviewed by sixteen second year students who were trained and supervised by an experienced researcher. Three focus group discussions were also held. RESULTS While many international students had lived in more than one country and region and spoke several languages, most reported difficulties in forming intercultural friendships, especially interactions outside of the academic setting. Some of the challenges faced were similar to what has been reported in the literature, such as difficulties with language and loss of established friendship networks. Other challenges to emerge in this study were the complex interrelatedness of the daily life challenges facing international students regarding the forming and importance of intercultural relations, which is impacted by gender, the presence of alcohol, languages spoken (in addition to English, which was the language used for medical education), and the dominance of the regional grouping the student belongs to. CONCLUSION The challenges of adaptation and intercultural relations are increasing in complexity and it is important for higher level institutions who enrol international students to understand the nature of the pressures these students experience, outside as well as within the academic environment, and to support them in managing these transitions.
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Affiliation(s)
- E. Byrne
- Institute of Leadership, Royal College of Surgeons in Ireland, Ballymoss Road, Sandyford Industrial Est, Dublin, 18 Ireland
| | - R. Brugha
- Division of Population and Health Sciences, Royal College of Surgeons in Ireland, 123 St Stephen’s Green, Dublin, 2 Ireland
| | - A. McGarvey
- Anatomy Department, Royal College of Surgeons in Ireland, 123 St Stephen’s Green, Dublin, 2 Ireland
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20
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Kelly A, Nirula L, McDiarmid E, Jindani F, Fernando A, Naismith L, Kowalski C. Lessons Learned: Implementing UK-Developed Interprofessional Simulation Training Courses in a Canadian Setting. Acad Psychiatry 2018; 42:659-663. [PMID: 29882191 DOI: 10.1007/s40596-018-0943-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2017] [Accepted: 05/16/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVE In response to the need for practitioners to improve their skills in integrating mental and physical healthcare, the Centre for Addiction and Mental Health (CAMH) (Canada) invited education specialists from Maudsley Simulation (UK) to pilot two of their existing interprofessional simulation courses on the mental-physical interface in Toronto. Participants' experiences as well as the courses' educational impact were evaluated. METHODS Participants completed pre-and post-course questionnaires, a 2-week follow-up questionnaire, and individual interviews 6 months after course completion. RESULTS Participants (n = 23) found the courses to be relevant and applicable to their practice. Over half of the participants interviewed (8/15) reported changing their practice as a result of the course. However, concerns regarding the sociological fidelity of these courses within the Canadian context were noted. CONCLUSION The findings support the transferability of interprofessional simulation courses developed in other countries. It is important, however, to contextualize course material to fit local healthcare systems and to ensure sociological fidelity where professional roles may vary.
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Affiliation(s)
- Alyssa Kelly
- Centre for Addiction and Mental Health, Toronto, Canada.
| | - Latika Nirula
- Centre for Addiction and Mental Health, Toronto, Canada
| | | | - Farah Jindani
- Centre for Addiction and Mental Health, Toronto, Canada
| | - Asanga Fernando
- Maudsley Simulation, South London and Maudsley NHS Foundation Trust, London, UK
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21
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Osman R, Alattaya A, Gunderman RB. International Experience in Radiology Education. Acad Radiol 2017; 24:919-920. [PMID: 28438459 DOI: 10.1016/j.acra.2017.02.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2017] [Accepted: 02/14/2017] [Indexed: 11/29/2022]
Affiliation(s)
- Radya Osman
- Department of Radiology, Indiana University, 702 North Barnhill Drive, Room 1053, Indianapolis, IN 46202
| | | | - Richard B Gunderman
- Department of Radiology, Indiana University, 702 North Barnhill Drive, Room 1053, Indianapolis, IN 46202.
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22
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Pufall E, Eaton JW, Nyamukapa C, Schur N, Takaruza A, Gregson S. The relationship between parental education and children's schooling in a time of economic turmoil: The case of East Zimbabwe, 2001 to 2011. Int J Educ Dev 2016; 51:125-134. [PMID: 28018029 PMCID: PMC5176343 DOI: 10.1016/j.ijedudev.2016.09.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2015] [Revised: 07/03/2016] [Accepted: 09/12/2016] [Indexed: 06/06/2023]
Abstract
Using data collected from 1998 to 2011 in a general population cohort study in eastern Zimbabwe, we describe education trends and the relationship between parental education and children's schooling during the Zimbabwean economic collapse of the 2000s. During this period, the previously-rising trend in education stalled, with girls suffering disproportionately; however, female enrolment increased as the economy began to recover. Throughout the period, children with more educated parents continued to have better outcomes such that, at the population level, an underlying increase in the proportion of children with more educated parents may have helped to maintain the upwards education trend.
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Affiliation(s)
- Erica Pufall
- Department of Infectious Disease Epidemiology, Imperial College London, St. Mary’s Campus, Norfolk Place, London, W2 1PG, UK
| | - Jeffrey W. Eaton
- Department of Infectious Disease Epidemiology, Imperial College London, St. Mary’s Campus, Norfolk Place, London, W2 1PG, UK
| | - Constance Nyamukapa
- Department of Infectious Disease Epidemiology, Imperial College London, St. Mary’s Campus, Norfolk Place, London, W2 1PG, UK
- Biomedical Research & Training Institute, No. 10 Seagrave Road, Avondale, Harare, Zimbabwe
| | - Nadine Schur
- Department of Infectious Disease Epidemiology, Imperial College London, St. Mary’s Campus, Norfolk Place, London, W2 1PG, UK
| | - Albert Takaruza
- Biomedical Research & Training Institute, No. 10 Seagrave Road, Avondale, Harare, Zimbabwe
| | - Simon Gregson
- Department of Infectious Disease Epidemiology, Imperial College London, St. Mary’s Campus, Norfolk Place, London, W2 1PG, UK
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23
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Wang CC, Andre K, Greenwood KM. Chinese students studying at Australian universities with specific reference to nursing students: a narrative literature review. Nurse Educ Today 2015; 35:609-619. [PMID: 25537169 DOI: 10.1016/j.nedt.2014.12.005] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2014] [Revised: 11/22/2014] [Accepted: 12/02/2014] [Indexed: 06/04/2023]
Abstract
OBJECTIVE To report the current knowledge on the Chinese nursing students' learning at Australian universities. The intent is to provide educators and researchers with a background to the contexts, the methodologies, the emphases of various relevant studies, and to provide recommendations for future research. BACKGROUND Attracting international students has become an important part of Australian universities' business and contributes to their cultural diversity. Teaching international students has received considerable attention in the educational research literature. Experiences of international students can vary greatly depending on their country of origin. This paper critically reviews current literature relating to issues for Chinese students and in particular, Chinese nursing students, the biggest single group of international nursing students at Australian universities DESIGN Narrative literature review. METHOD A comprehensive search of seven electronic databases for literature between 2003 and 2014 helped to identify qualitative and quantitative studies that addressed issues of Asian international students with English as a second language (ESL) (included nursing students) studying in Australia, New Zealand, the UK, the United States and China. Pertinent websites were also searched. The reference lists and bibliographies of retrieved articles were hand- searched to identify other relevant studies. RESULTS Fifteen studies met the inclusion criteria for the review. The majority of existing literature claimed that there is a range of challenges confronting international students including Chinese nursing students, in assimilation into their host country. These include issues with English language proficiency, cultural barriers, social problems, different learning styles, academic demands, perceived racism, homesickness, lack of assertiveness and financial problems. CONCLUSION There is limited research about the Chinese students' study in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood. This paper highlights the need for further research into the lived learning experience of Chinese nursing students studying at Australian universities.
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Affiliation(s)
- Carol Chunfeng Wang
- School of Nursing and Midwifery, Edith Cowan University, WA 6027, Australia.
| | - Kate Andre
- School of Nursing and Midwifery, Edith Cowan University, WA 6027, Australia.
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24
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Campbell C, Andersen L, Mutsikiwa A, Pufall E, Skovdal M, Madanhire C, Nyamukapa C, Gregson S. Factors shaping the HIV-competence of two primary schools in rural Zimbabwe. Int J Educ Dev 2015; 41:226-236. [PMID: 26997748 PMCID: PMC4793550 DOI: 10.1016/j.ijedudev.2014.05.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
We present multi-method case studies of two Zimbabwean primary schools - one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.
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Affiliation(s)
- Catherine Campbell
- Department of Social Psychology, The London School of Economics and Political Science, United Kingdom
| | - Louise Andersen
- Department of Social Psychology, The London School of Economics and Political Science, United Kingdom
| | | | - Erica Pufall
- Department of Infectious Disease Epidemiology, Imperial College School of Public Health, United Kingdom
| | - Morten Skovdal
- Department of Public Health, University of Copenhagen, Denmark
| | - Claudius Madanhire
- School of Applied Human Sciences, University of KwaZulu Natal, South Africa
| | - Connie Nyamukapa
- Biomedical Research and Training Institute, Zimbabwe
- Department of Infectious Disease Epidemiology, Imperial College School of Public Health, United Kingdom
| | - Simon Gregson
- Biomedical Research and Training Institute, Zimbabwe
- Department of Infectious Disease Epidemiology, Imperial College School of Public Health, United Kingdom
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Scanlan JM, Abdul Hernandéz C. Challenges of implementating a doctoral program in an international exchange in Cuba through the lens of Kanter's empowerment theory. Nurse Educ Pract 2014; 14:357-62. [PMID: 24480094 DOI: 10.1016/j.nepr.2014.01.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2012] [Revised: 09/16/2013] [Accepted: 01/03/2014] [Indexed: 11/21/2022]
Abstract
The literature in international education focuses primarily on the experiences of western students in developing countries, international students in western universities, the development of an educational program in a developing country, or internationalization of curricula in western universities. There is little in the literature that addresses the challenges students and participating faculty face when implementing a graduate program in a developing country. The purpose of this paper is to describe and analyze the challenges of implementing a doctoral program in an international exchange through the lens of Kanter's theory of empowerment. Recommendations to address these challenges will be made.
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