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Wikipedia

Academic mobility

Academic mobility refers to students and teachers in higher education moving to another institution inside or outside of their own country to study or teach for a limited time.

The Lausanne campus. Switzerland is the country with the world's highest proportion of foreign researchers.[1]

The Bologna process regulates academic mobility within European higher education area.

Mobile students are usually divided into two groups: Free-movers are students who travel entirely on their own initiative, while programme students use exchange programmes at a department, faculty, institution, or national level (such as Erasmus, Nordplus or Fulbright). Nowadays, the traditional Erasmus exchange (which involves travelling) has been complemented with virtual mobility, or Virtual Erasmus, in which students from different countries may study together without leaving their home.

Students edit

Background edit

 
15% of Westminster College student body is international students, representing 71 different countries.

According to data from the Organisation for Economic Co-operation and Development (OECD), the mobility of international students has significantly increased in the past four decades, from 250,000 in 1965 to approximately 3.7 million in 2011.[2][3] These statistics show the academic mobility of international students that aim for a degree rather than short-term "study abroad" education.[4] UNESCO suggests that there are over 2.7 million students studying in a country other than their origin country.[5] The group of Asian students is the largest constituent part of all students who enrolled in the overseas schools. They make up 45 percent of total of international students in OECD countries and 52 percent of total in non-OECD countries.[6]

Barrier edit

Most mobile students suffer from many barriers both in their lives and academic activities. For example, Sanchez, Fornerino and Zhang did a survey among 477 students who respectively studied in United States, France and China. This survey suggests that the students studied in these three countries face barriers such as family barriers, financial barriers, psychological barriers and social barriers.[7] The psychological barriers relate to aspects such as homesickness or the fear of the new environment and the social barriers usually relate to friends and family. Different students are various in degree of these problem.[7][8]

For the credit mobile students, they will meet some specific academic difficulties. A survey by Klahr and Ratti emphasizes the importance of the lack of recognition of periods abroad and credit transfer.[9] Besides, insufficient knowledge of academic prerequisites and qualifications of various countries, differences in the structure of the academic term, disparities in the times at which examinations are taken, these are all common problem of credit mobile students when they engage in academic activities.[9] Moreover, the lack of foreign language skills is considered as another big barrier to most of the mobile students, not only the credit mobile students.[9]

Female mobile students have some particular barriers because of their gender role. The female mobile students, especially who are in older in age, are tied to a specific spatial context by private responsibilities.[10] For example, partnering and children will have a great effect on the female's academic mobility.[11] Some findings from qualitative interviews with researchers from Bulgaria and Poland, confirmed the great significance of personal and family relationships for female's academic mobility, either as a barrier or as an incentive.[10][11]

Researchers edit

Researchers are employed on casualised temporary contracts in some universities, which force them to relocate around every three years when funding streams change, typically to another country. Historically this was done just one for a "postdoc" research project, but modern funding now devotes far more money to contract research than teaching posts, and so most researchers now face a whole career of living in this way. This often leads to the breakup of their families and friends and sometimes to mental health problems.

With 57% of its researchers coming from other countries, Switzerland is the country with the world highest proportion of foreign researchers.[1]Canada, Australia, the United States, Sweden and the United Kingdom have between 30 and 50% of their researchers coming from foreign countries.[1]

The Netherlands, Germany, Denmark, Belgium and France have between 10 and 30% of their researchers coming from foreign countries.[1]Brazil, Spain, Japan, Italy and India have less than 10% of their researchers coming from foreign countries.[1]

Switzerland and India are among the countries with the highest proportion of their researchers going to work in other countries.[1]

Notes and references edit

  1. ^ a b c d e f (in French) Olivier Dessibourg, "La Suisse, carrefour de la circulation des cerveaux", Le Temps, Thursday 15 November 2012, p. 14.
  2. ^ OECD (2011). Education at a Glance 2011. Paris: OECD. p. 320.
  3. ^ UNESCO (2006). Global Education Digest 2006. Paris: UNESCO. p. 34.
  4. ^ Hans de Wit; Irina Ferencz; Laura E. Rumbley (14 May 2012). "International student mobility" (PDF). Perspectives: Policy and Practice in Higher Education. 1. 17 (Routledge): 17–23. doi:10.1080/13603108.2012.679752. S2CID 153918714.
  5. ^ UNESCO (2005). Global Education Digest 2005. Paris: UNESCO.
  6. ^ OECD (2006). Education at a Glance. Paris: OECD.
  7. ^ a b Sanchez, C. M.; Fornerino, M.; Zhang, M. (2006). "Motivations and the intent to study abroad among U.S. French and Chinese students". Journal of Teaching in International Business. 1. 18: 27–52. doi:10.1300/J066v18n01_03. S2CID 144606160.
  8. ^ Manuel Souto-Otero; Jeroen Huisman; Maarja Beerkens; Hans de Wit; SunČica VujiĆ (March 2013). "Barriers to International Student Mobility: Evidence From the Erasmus Program" (PDF). Educational Researcher. 2. 42 (2): 71. doi:10.3102/0013189X12466696. S2CID 33430051.
  9. ^ a b c Klahr, S.; Ratti, U. (2000). ". Increasing engineering student participation in study abroad: A study of U.S. and European programs". Journal of Studies in International Education. 1. 4: 79–102. doi:10.1177/102831530000400106. S2CID 145231533.
  10. ^ a b Jo¨ns, Heike (June 2011). "Transnational academic mobility and gender". Globalisation, Societies and Education. 2. 9 (2): 183–209. doi:10.1080/14767724.2011.577199.
  11. ^ a b Ackers, L (2008). Moving people and knowledge: Scientific mobility in an enlarging European Union. Cheltenham: Edward Elgar.

See also edit

academic, mobility, refers, students, teachers, higher, education, moving, another, institution, inside, outside, their, country, study, teach, limited, time, lausanne, campus, switzerland, country, with, world, highest, proportion, foreign, researchers, bolog. Academic mobility refers to students and teachers in higher education moving to another institution inside or outside of their own country to study or teach for a limited time The Lausanne campus Switzerland is the country with the world s highest proportion of foreign researchers 1 The Bologna process regulates academic mobility within European higher education area Mobile students are usually divided into two groups Free movers are students who travel entirely on their own initiative while programme students use exchange programmes at a department faculty institution or national level such as Erasmus Nordplus or Fulbright Nowadays the traditional Erasmus exchange which involves travelling has been complemented with virtual mobility or Virtual Erasmus in which students from different countries may study together without leaving their home Contents 1 Students 1 1 Background 1 2 Barrier 2 Researchers 3 Notes and references 4 See alsoStudents editBackground edit nbsp 15 of Westminster College student body is international students representing 71 different countries According to data from the Organisation for Economic Co operation and Development OECD the mobility of international students has significantly increased in the past four decades from 250 000 in 1965 to approximately 3 7 million in 2011 2 3 These statistics show the academic mobility of international students that aim for a degree rather than short term study abroad education 4 UNESCO suggests that there are over 2 7 million students studying in a country other than their origin country 5 The group of Asian students is the largest constituent part of all students who enrolled in the overseas schools They make up 45 percent of total of international students in OECD countries and 52 percent of total in non OECD countries 6 Barrier edit Most mobile students suffer from many barriers both in their lives and academic activities For example Sanchez Fornerino and Zhang did a survey among 477 students who respectively studied in United States France and China This survey suggests that the students studied in these three countries face barriers such as family barriers financial barriers psychological barriers and social barriers 7 The psychological barriers relate to aspects such as homesickness or the fear of the new environment and the social barriers usually relate to friends and family Different students are various in degree of these problem 7 8 For the credit mobile students they will meet some specific academic difficulties A survey by Klahr and Ratti emphasizes the importance of the lack of recognition of periods abroad and credit transfer 9 Besides insufficient knowledge of academic prerequisites and qualifications of various countries differences in the structure of the academic term disparities in the times at which examinations are taken these are all common problem of credit mobile students when they engage in academic activities 9 Moreover the lack of foreign language skills is considered as another big barrier to most of the mobile students not only the credit mobile students 9 Female mobile students have some particular barriers because of their gender role The female mobile students especially who are in older in age are tied to a specific spatial context by private responsibilities 10 For example partnering and children will have a great effect on the female s academic mobility 11 Some findings from qualitative interviews with researchers from Bulgaria and Poland confirmed the great significance of personal and family relationships for female s academic mobility either as a barrier or as an incentive 10 11 Researchers editResearchers are employed on casualised temporary contracts in some universities which force them to relocate around every three years when funding streams change typically to another country Historically this was done just one for a postdoc research project but modern funding now devotes far more money to contract research than teaching posts and so most researchers now face a whole career of living in this way This often leads to the breakup of their families and friends and sometimes to mental health problems With 57 of its researchers coming from other countries Switzerland is the country with the world highest proportion of foreign researchers 1 Canada Australia the United States Sweden and the United Kingdom have between 30 and 50 of their researchers coming from foreign countries 1 The Netherlands Germany Denmark Belgium and France have between 10 and 30 of their researchers coming from foreign countries 1 Brazil Spain Japan Italy and India have less than 10 of their researchers coming from foreign countries 1 Switzerland and India are among the countries with the highest proportion of their researchers going to work in other countries 1 Notes and references edit a b c d e f in French Olivier Dessibourg La Suisse carrefour de la circulation des cerveaux Le Temps Thursday 15 November 2012 p 14 OECD 2011 Education at a Glance 2011 Paris OECD p 320 UNESCO 2006 Global Education Digest 2006 Paris UNESCO p 34 Hans de Wit Irina Ferencz Laura E Rumbley 14 May 2012 International student mobility PDF Perspectives Policy and Practice in Higher Education 1 17 Routledge 17 23 doi 10 1080 13603108 2012 679752 S2CID 153918714 UNESCO 2005 Global Education Digest 2005 Paris UNESCO OECD 2006 Education at a Glance Paris OECD a b Sanchez C M Fornerino M Zhang M 2006 Motivations and the intent to study abroad among U S French and Chinese students Journal of Teaching in International Business 1 18 27 52 doi 10 1300 J066v18n01 03 S2CID 144606160 Manuel Souto Otero Jeroen Huisman Maarja Beerkens Hans de Wit SunCica VujiC March 2013 Barriers to International Student Mobility Evidence From the Erasmus Program PDF Educational Researcher 2 42 2 71 doi 10 3102 0013189X12466696 S2CID 33430051 a b c Klahr S Ratti U 2000 Increasing engineering student participation in study abroad A study of U S and European programs Journal of Studies in International Education 1 4 79 102 doi 10 1177 102831530000400106 S2CID 145231533 a b Jo ns Heike June 2011 Transnational academic mobility and gender Globalisation Societies and Education 2 9 2 183 209 doi 10 1080 14767724 2011 577199 a b Ackers L 2008 Moving people and knowledge Scientific mobility in an enlarging European Union Cheltenham Edward Elgar See also edit nbsp Wikimedia Commons has media related to Academic mobility Student exchange program Erasmus programme University Mobility in Asia and the Pacific Virtual mobility UNESCO Academic Mobility Network Retrieved from https en wikipedia org w index php title Academic mobility amp oldid 1123007661, wikipedia, wiki, book, books, library,

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