Literaturnachweis - Detailanzeige
Autor/in | Brotherhood, Thomas |
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Titel | Consolidating Regulatory and Personal Accounts of Student Migration: A Mixed Methods Study in the UK and Japan |
Quelle | In: Globalisation, Societies and Education, 21 (2023) 1, S.33-54 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Brotherhood, Thomas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1476-7724 |
DOI | 10.1080/14767724.2021.2016374 |
Schlagwörter | Foreign Countries; Comparative Education; Higher Education; College Students; Foreign Students; Student Mobility; Study Abroad; Migration; Migrants; Public Policy; Educational Policy; Policy Analysis; United Kingdom; Japan Ausland; Vergleichende Erziehungswissenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Migrantin; Öffentliche Ordnung; Politics of education; Bildungspolitik; Politikfeldanalyse; Großbritannien |
Abstract | Taking the UK and Japan as contrasting national case studies, this article supplements existing research into student migration by consolidating a regulatory perspective with individual narrative accounts. Reported here are the results of a mixed-methods two-phase study. Phase 1 is a concerted trajectory analysis of student migration policy in the UK and Japan from 2004 to 2018, while phase 2 draws on biographical-narrative interviews with 26 student-migrants. The paper reveals tangible effects of the receptivity, stability, and transparency of regulatory frameworks in student-migrants' trajectories, while also demonstrating that seemingly receptive regulatory environments do not necessarily equate to smooth and risk-free post-study transitions. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |