Overseas Study

Shuishuo (literally “watery Master’s degrees”) and Fanxiang Liuxue (literally “reverse study-abroad”) are two examples of a bewildering study-abroad related lingo that international students from China are universally familiar with. While the former means master’s programmes that are supposedly lax in entry and graduation standards, the latter refers to the phenomenon of such an over-concentration of international students from the same country in a particular programme/school as to defeat the point of studying overseas. The emergence of terms such as these prompts the question just what international student mobility (ISM) is all about? This paper offers reconsiderations of the rationales of ISM, by first reflecting on my past research and then sharing preliminary insights from a recent study of Chinese international students in one-year postgraduate programmes in Singapore. We argue that although the classic rationalistic “push-pull” analysis remains useful, the outcome or behaviour driven by push and pull factors may not always seem “rational”. In a small-scale qualitative study of Chinese one-year masters’ students in Singapore, participants’ discourses on topics such as the “value-for-money”-ness of their degrees and the “reverse study-abroad” phenomenon challenge me to rethink certain long-held assumptions, if not normative ideals, about ISM.

This text introduces the issue of educational inequalities in the overseas context. The author traces the recent history of the debate around educational success by explaining the impact of ecosystemic and interactionist approaches, particularly in France. It shows that the most marginalized contexts (including overseas territories and postcolonial territories) deserve to be better studied and that few studies have analyzed in depth the impact that the colonial legacy has had on the school structure and on the well-being and success of students.

MBBS in Georgia, a country at the crossroads of Europe and Asia, is renowned for its rich history, stunning landscapes, and rapidly growing education sector. With a mix of public and private institutions, University in Georgia offers a diverse range of academic programs, affordable tuition fees, and a welcoming environment for international students. This article explores the top universities in Georgia, including European-style institutions and regional universities like Central University of Europe (CUE), along with their programs, admission processes, and why studying in Georgia is an excellent choice.

Devletlerin, etki kapasitelerini artırmak amacıyla ve güçlerinin bir göstergesi olarak, denizaşırı coğrafyalarda varlık göstermeleri, yüzyıllar öncesine uzanan bir geçmişe sahiptir. İlk örnekleri Peloponez Savaşı’na kadar uzanan ve genel itibarıyla sömürgecilik döneminde geliştirilen bu anlayış, 20. yüzyılda askeri üsler kurmak biçiminde somutlaşmış ve yaygınlık kazanmıştır. Bugün küresel büyük güçlerin yanı sıra orta
büyüklükte bölgesel güç bazı devletler de üs politikaları geliştirmekte ve denizaşırı üs faaliyetlerine önem vermektedirler. Üs politikası geliştirmek ve denizaşırı üs kurmak, Soğuk Savaş sonrasının değişen uluslararası ilişkiler ortamında, orta büyüklükte bölgesel bir güç olan Türkiye’nin de dış politika ve ulusal güvenlik uygulamalarından birisi olmuştur. Türkiye, öncelikle ulusal güvenliğinin gereği olarak üs politikası  geliştirmek zorunda kalmış, bu zorunluluk daha sonra denizaşırı  üs sahibi olmak yönünde ve biçiminde bir tercihe dönüşmüştür.  Irak ve Suriye’de terörle mücadele harekâtı kapsamında üsler  oluşturan Türkiye’nin denizaşırı üs sahibi olma konusundaki ilk deneyimi Katar’da kurduğu üs olmuştur. Akabinde Somali, Libya ve Azerbaycan’da üsler kuran Türkiye, bugün, dünyada üs politikasına ve denizaşırı üslere sahip ülkeler arasında yer
almaktadır. Türkiye, Katar ve Somali’de sahip olduğu denizaşırı üslerle, kısa bir sürede üs sahibi olma konusunda önemli deneyimler kazanmıştır. Türkiye’nin üs politikası izlemesi ve denizaşırı üs sahibi olması, doğal olarak ulusal güvenliğini ve dış politikasını etkilemiş, bu durumun bölgesel ve küresel gelişmeler bağlamında yansımaları da söz konusu olmuştur. Bu kapsamda ele alınacak bu çalışma ile Türkiye’nin üs politikasının genel
olarak hangi amaca yönelik olduğu ve ne gibi farklılıklar içerdiği soruları üzerinden Katar ve Somali’ye yönelik üs faaliyetleri incelenecek, bu politikanın dış politik anlamda yaygın etkisi tespit edilmeye çalışılacaktır.  Bu doğrultuda ilk olarak, üs kavramı ve tarihsel süreç hakkında bilgi verilerek, takip eden bölümlerde Türkiye’nin üs politikasına yönelik
uygulamalarından ve bunun politik yansımalarından bahsedilecektir. Nihai olarak, elde edilen veriler neticesinde yeni bir dış politik girişim örneği olarak Türkiye’nin üs politikasına yönelik çıkarımlarda bulunulacaktır.

Based on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this paper presents insights into the sociological influences that stem from international studentsʼ social networks, at home and abroad, and how they impact studentsʼ aspirations and behaviours. Informed by Bourdieuʼs (1986) social capital framework this paper argues that investment in human capital must take into account the role of social and cultural networks in influencing dispositions of students towards and hence their participation in international education. It critically challenges human capital theory for its assumptions of individualism and utilitarian function of education as economic goals. Understanding the sociological factors that influence international students will reveal how they engage with their learning, and present opportunities for universities to deliver programs that encourage students to participate in activities with local students and communities to improve their overseas educational experience. This paper presents a case for viewing social capital and human capital as mutual development of productive factors for human development in a globalised environment.

Este texto é uma réplica ao artigo "Exclusivo metropolitano, 'superlucros' e acumulação primitiva na Europa pré-industrial", de André Arruda Villela, publicado no número 23 desta revista, no qual critica o modelo de antigo sistema colonial, sobretudo as noções de monopólio e superlucros, recusando qualquer tipo de contribuição da exploração colonial para o deslanchar da Revolução Industrial britânica. Essencialmente, confirmo a validade dos índices por mim aferidos sobre os ganhos de monopólio no livro O Brasil no comércio colonial, publicado em 1980; reafirmo a contribuição estratégica do mundo atlântico colonial para o arranque da industrialização realizada, a britânica, e das industrializações frustradas, casos franco-português.

(Un plan détaillé figure à la fin du manuscrit) INTRODUCTION. DU CONTRAT AU CODE DU TRAVAIL POLYNÉSIEN Chapitre 1. La prédominance originaire des liens interpersonnels Chapitre 2. La subordination juridique du premier Code Pomare à nos jours Chapitre 3. Le travail subordonné à l'épreuve de la crise de l'emploi salarié LIVRE PREMIER. LE TRAVAIL SUBORDONNÉ ENTRE MIMÉTISME ET SPÉCIFICITÉS TITRE PREMIER. LES ENJEUX DE LA RELATION DE TRAVAIL SUBORDONNÉ Chapitre 1. Du mimétisme en matière d'intervention sur les salaires Chapitre 2. La situation spécifique des salariés involontairement privés d'emploi TITRE SECOND. LA RELATION DE TRAVAIL SUBORDONNÉ À L'ÉPREUVE DES JUGES Chapitre 1. La subordination juridique critère déterminant du contrat de travail Chapitre 2. Les limites à l'application des critères du lien de subordination LIVRE SECOND. L'AVENIR DU TRAVAIL SUBORDONNÉ EN POLYNÉSIE FRANÇAISE TITRE PREMIER. LE LIEN DE SUBORDINATION À L'ÉPREUVE DES STATUTS Chapitre 1. Les spécificités de la relation de travail subordonné des agents publics Chapitre 2. Vers un développement des statuts « spécifiquement » polynésiens TITRE SECOND. LES ENTREPRISES ET LE TRAVAIL SUBORDONNÉ EN MUTATION Chapitre 1. Subordination et coopération en Polynésie française Chapitre 2. De l'entreprise-réseau aux réseaux d'entrepreneurs Chapitre 3. Travail subordonné et économie sociale et solidaire CONCLUSION. VERS UN CHANGEMENT DE PARADIGME ANNEXES BIBLIOGRAPHIE INDEX ALPHABÉTIQUE TABLE DES MATIÈRES PRINCIPALES ABREVIATIONS A. : Arrêté A.F.P. : Agence Française de Presse AN : Assemblée nationale A.N.F.A. : Agents non fonctionnaires de l'administration de la Polynésie française APF : Assemblée de la Polynésie française Art. : Article Ass. plén. : Assemblée plénière Assoc. : Association B.I.T. : Bureau international du travail B.S.E.O. : Bulletin de la société des études océanniennes Bull. civ. : Bulletin des arrêts de la Cour de cassation Bull. Crim. : Bulletin des arrêts de la Cour de cassation Bull. soc. franc. : Bulletin de la société française de philosophie C. civ. : Code civil C./ : Contre Ca : Arrêt de la Cour d'appel Caa : Arrêt de la Cour administrative d'appel CAP : Commission administrative paritaire Cass. ass. plén.,

This paper analyzes linguistic abilities and cultural strategies that American college students can employ to solve problems in the workplace while performing internships with Argentine multinational and national corporations. The study concerns student acculturation to Argentine

The doctors are considered as the cream of the society and this inclines most of the students to choose medical education as their career of choice after completion of secondary schooling. 1 Medical profession is one of the most highly rated professions among the students mainly due to the fact that it offers prospects of a financially as well as a socially satisfying career. To enter into this profession, a student is required to clear a tough competitive examination. Those who clear the entrance exam are then required to undergo a rigorous five years training in a medical school followed by a year of internship before they earn their degree. The recent trend towards specialization has made the study period even longer. The decision to choose medicine as a career is therefore not easy one and not all students who are academically excellent may seek entry into medicine. These students have a wide range of family background. 2 It has also been observed that many students in India prefer a career in medicine because of parental pressure and therefore lack motivation of their own. 3 Students also have certain apprehensions in their mind when they join medical school. An increasing lack of attention among the medical students after getting into ABSTRACT Background: Medical profession is one of the most highly rated professions among the students due to the fact that it offers prospects of a financially as well as a socially satisfying career. It was observed that many students in India prefer a career in medicine because of parental pressure. It has been consistently reported that a considerable proportion of medical students regret their career choice. Considering all these aspects the current study aimed at knowing the factors influencing to take up medical profession, interest towards different modes of teaching, reasons for least attention during the class and regret after choosing medicine as career. Methods: A cross-sectional study was conducted among 150 first year medical students with a pre-tested, semi structured questionnaire. Data collected was analysed using SPSS software. Results: The mean age of the subjects was 17.94±0.82 and majority were females (72%). Majority (82.6%) students opted MBBS out of self-interest. To earn respect in the society (83.87%) was the most common motivational factor to opt MBBS. 39.33% of the subjects was having regret feeling for choosing medical profession. Conclusions: Self-interest was the major reason for opting MBBS. Parent's pressure was also observed as one of the reasons for opting MBBS. Almost one third of the students were having the feeling of regret for opting medical profession. Special attention should be paid towards these students.

Currently, few studies have explored coordinators' experiences managing study abroad programs (SA) during the COVID-19 pandemic. In this case study, faculty members were responsible for managing a compulsory one-year study abroad program for undergraduate students enrolled in a four-year foreign language faculty in Japan. As a result, five academic staff members responded to a qualitative survey that asked them to reflect on the challenges and opportunities they faced while facilitating a SA program during the pandemic. Participants also evaluated online SA considering their overall program goals. The results show that students had positive (e.g., language development) and negative experiences (e.g., insufficient intercultural experiences) through online SA. For coordinators, despite several challenges (e.g., program cancellations), there were also some opportunities for program improvement (e.g., program flexibility). Overall, this chapter provides a snapshot of the experiences of one university and its academic staff facilitating a SA program during the pandemic and explores solutions to some of the issues stakeholders have faced during an unprecedented time.

This study analyzes factors affecting career opportunities abroad for students of the Faculty of Business Administration, Ho Chi Minh City University of Food Industry. Factors affecting the ability to find a job are measured and identified through exploratory factor analysis (EFA) and Binary Logistic regression model. Students in the Faculty of Business Administration were surveyed about factors affecting their opportunities to work abroad through a questionnaire. Research results show that factors affecting career opportunities abroad for students of the Faculty of Business Administration include two groups of internal and external factors. Internal factors include two main groups of factors: skills and foreign language proficiency, and external factors include competition and financial conditions. To identify and minimize obstacles to career opportunities abroad for students, there needs to be groups of solutions for students and schools.

In the process of modernization and globalization, the internationalization of education is increasingly popular and widespread in all countries around the world. The number of students studying abroad is increasing. So why do they choose to study abroad instead of attending schools in Vietnam? The goal of this study is to analyze factors that affect students' intention to study abroad. Research data was collected from 200 students studying at the Faculty of Business Administration, Ho Chi Minh City University of Food Industry. From the collected data, the research team posed related issues and impacts on students' intention to study abroad. After that, the group provided the basis for building the research paper. With data collected in a limited time and limited funding, the research team has drawn results showing that there are 7 factors that influence students' intention to study abroad: Cultural motivation, Information resources. beliefs, Motivation to achieve, Social pressure, Personal characteristics, Financial resources and Interest in studying abroad. This research article aims to serve as a reference for students to learn more and make the right decision when intending to study abroad.

Dr. Charles (Eugene) Scruggs, professor of French at the University of South Florida, speaks about the university in the early 1970s and the evolution of the campus. Dr. Scruggs also discusses the progression of the World Languages Department and the development and success of the university's Study Abroad Program.

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This study aimed to discuss psycho-demographic factors as predictors of sports leisure activities among selected students of OlabisiOnabanjo University. A descriptive survey research design of a correlational type was used for the study. The sample included 262 studentsfrom various faculties. Self-structured research instruments PFALQ: r=0.71 and DVILQ: r=0.76 were used for data collection. The datawere analyzed using multiple regression. The result reveals a significant joint contribution of the independent variables on sports leisureactivities. The result also shows the relative contribution of independent variables (motivation, self-esteem, personality, age, gender andreligion) to the dependent variable (involvement in sports leisure activities. The findings revealed that was a joint contribution of psychodemographicstatus to leisure activities among selected students of Olabisi Onabanjo University. It was recommended that studentsshould be informed of the benefits of participati...

Uzluksiz ta'limda raqamli texnologiyalarni joriy etishning zamonaviy tendensiyalari va istiqbollari‖ respublika ilmiy-amaliy anjumani materiallari to`plami (Jizzax, 2022-yil 22-dekabr, O`zbekiston).-Jizzax. 2022.-745 b.-Modern trends and prospects for the introduction of digital technologies in lifelong education‖ proceedings of the republican scientific-practical conference (Jizzakh,

has grown as a scholarly international open access journal. Its aim remains to publish extended full-length research papers that have the scope to substantively address current issues in education. As a member of the Committee on Publication Ethics (COPE), our goal has been to disseminate high quality research. Our publisher, MDPI, takes the responsibility to enforce a rigorous doubleblind peer-review together with strict ethical policies and standards to ensure to add high quality scientific works to the field of scholarly publication. an Open Access Journal by MDPI 4.0 3.0

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Histoire du droit du travail dans les colonies françaises (1848-1960) Jean-Pierre Le Crom, Philippe Auvergnon, Katia Barragan, Dominique Blonz-Colombo, Marc Boninchi, Ariane Clément, Stéphanie Couderc-Morandeau, Delphine Connes, Bruno Dubois, Augustin Emane, et al.

The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers' attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers' and students' perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 interviews with staff and international students and fieldwork from the Australian vocational education and training (VET) sector. Drawing on Bourdieu's notions of habitus and field as conceptual tools to interpret the empirical data, the research found work-integrated learning is unevenly distributed and inconsistently implemented across institutions. The article addresses the complex interplay between the student habitus and the habitus within the institutional field and the workplace field in shaping international students' work-integrated learning access and experience. Practical implications for institutions on how to improve access and experience to course-related work experience for international students are discussed in light of the findings of this research.

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

This paper uses Bourdieu's concept of 'field' as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the 'selective' part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu's tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu's tools suggest possibilities for transformation and change?

This chapter aims to understand the nature of Vietnamese international graduates’ aspirations to contribute to socioeconomic development in Vietnam. The chapter analyses the Vietnamese overseas-educated returnees’ conception and development of aspirations for themselves and their local communities in their work and community work upon returning home. The returnees’ main aspiration is to acquire jobs and career advancement for personal economic returns rather than direct participation in community development activities. They aspire to work for foreign firms, particularly multinational corporations as these employers offer high remunerations and work conditions that utilise their overseas-acquired skills, particularly soft managerial skills and English language skills. They also desire to transfer discipline-specific knowledge acquired from “the West”, teaching and learning practices, and professional work practices that are steeped in Western organisational culture. These aspirations reflect interrelated dynamics that emphasise the returnees’ intention of taking vantage positions of their overseas-acquired skills and work-ready attributes. Many returnees perceive their contribution to Vietnam’s social development through the opportunities to improve technological, professional and ethical standards of Vietnamese business and educational environment. Insights into the aspirations of overseas-educated Vietnamese professional and intellectual workers highlight the importance of examining the impact of international education for production and development of knowledge and skills in the local contexts of developing nations.

The role of the state in carrying out educational development and in order to fulfill the right to education, especially primary and secondary education in border areas must be further enhanced. The state must be present among school-age children in border areas by manifesting itself in the form of appropriate and representative school buildings. The state must exist in the form of adequate educational support facilities. The state must be present in the form of teachers and education personnel who are sufficient in number and have competence. The state must be present in the form of budget politics that supports education development in border areas. The state must also be present in a curriculum that suits the needs of school-age children in border areas as well as enhances their national insight.

This thesis explores the leading-for-learning practices of teachers and school administrators in a regional province in Central Vietnam, particularly in relation to two high performing/'exemplary' schools in that province. The research focuses on teacher leadership practices pertaining to teachers' learning in a context of strong pressure and support for the teaching of English. This includes national educational reform initiatives that are part of the global spread of English as a necessary and desirable capital. The thesis draws upon Bourdieu's theoretical concepts of field, habitus and capital in order to better understand the nature of these leading-for-learning practices. Specifically, the research reveals the complex and contested nature of these practices, the habitus of teachers and formal school leaders involved, the capitals accrued as part of this process, and whether and how these capitals contributed towards improved teacher learning. Two schools were focused upon most strongly specifically because they were considered 'exemplary' schools and the most prestigious academic schools in the province. The first was a school for mainstream students and the latter was for gifted students. Interviews with principals, teachers and administrators were conducted as well as observations of teachers working together, teacher workshops, professional activities and staff meetings. This research provides new insights into the varied practices of leading-for-teacher-learning in these two high schools and district office, and in schooling settings more generally. The research also helps inform understandings of the leadership capabilities of teachers and administrators through a better understanding of the constraints and possibilities for action, and capacity building of teacher leaders. The research is significant beyond the specific case, making a substantial contribution to the existing literature on leadership practices in relation to teacher learning, not just the leadership practices of formal school leaders (especially principals)a key focus of attention within the leadership literaturebut also in relation to leadership practices of teachers and district personnel. The application of a Bourdieuian sociological approach reveals the practices of leadingfor-teacher-learning as complex and contested, involving tensions, pressures and stress faced by teachers and associated educational professionals in their practices of leading learning as part of their professional work. Through this process, educators' habitus is revealed as both shaped by and shaping changing relations in what is described as the field of leading-for-teacher-learning. The research also tries to capture the complexities of how teachers and administrators responded to these broader policy and institutional demands on teachersevidence of the broader field of power upon the field of leading-for-teacher-learning. The thesis reveals the nature of this field, its dominant logics of practice and how these came to constitute and be constituted by those within its influence. This included a strong focus on English language learning, a key focus of the leading-for-learning Publications during candidature Conference abstracts Ho, T. T. H. (2015). Teacher-leadership-for-learning: A case study in Vietnam. Paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle. Ho, T. T. H. (2015). Teacher-leadership-for-learning-English teachers helping maths teachers: A case study in Vietnam.

Having insights into returning graduates' employability in their home country has become critical given that many international graduates choose to head home after their overseas study. However, there is a paucity of the positioning and re-positioning of international graduates in their home labor market, especially those who work as English teachers. In this study, we interviewed eight Vietnamese English teachers who used to sojourn for their further education at the Masters or PhD levels outside Vietnam. The findings show that although the returnee teachers experienced some barriers and constraints, they successfully navigated the domestic labor market to adapt and advance their career development. This study brings more insights into international graduate employability in Vietnam, which has experienced a marked shift in the labor market. Important implications are provided for returnees and home employers to facilitate returnees' reintegration into the local market.

Si Paris et sa tour Eiffel sont des symboles qui font rêver beaucoup d'étudiants, la France est en fait bien plus vaste qu'on ne l'imagine souvent. Saviez-vous que près de 20 % de son territoire n'est pas en Europe ? On appelle ces régions éparpillées sur plusieurs continents la France d'outre-mer, par opposition à la France métropolitaine. Et si les ultramarins ne représentent que 4 % de la population française, ils sont les fiers représentants de cultures et traditions qui n'ont rien à envier à celles de la métropole. Nous vous invitons donc ici à la découverte des territoires français d'outre-mer.

O monopólio tabaqueiro assumiu, desde o início do século XVII,
um papel preponderante no crescimento das rendas auferidas pelas Coroas Ibéricas.
Actividade a que estiveram associados, de modo expressivo, os núcleos de mercadores cristãos-novos, que, após a conversão geral de 1496-1497, tinham-se dispersado pelo território metropolitano, mas, também, pelos espaços ultramarinos, fortalezas e feitorias, que a Coroa de Portugal controlava no Atlântico, no Índico e mesmo no Pacífico. Tal mobilidade possibilitou a muitos homens de negócio o disfarçar das suas origens judaicas - incluindo mudanças onomásticas - mas implicou um estado de vigilância quase constante por parte do Santo Oficio. O tribunal mantinha-se, particularmente, atento aos grupos mercantis que circulavam entre as zonas de fronteira e os portos marítimos, dada a acessibilidade
que os mesmos permitiam para alcançar as Américas. Procurava-se,
desse modo, não perder o rasto de gente suspeita de alegada difusão da cultura judaica. Talo caso dos agentes do tabaco - cedo metamorfoseados em negociantes
esclavagistas - cujo comércio com as Índias de Castela iria assumir grande relevância económica no contexto dos monopólios estatais, nos quais se integrava o da renda do tabaco. Assim, tendo em vista as condicionantes mencionadas e outras particularidades, questiona-se: Qual teria sido a influencia de toda essa realidade no forjar de identidades e no fixar dos estatutos sociais? Existiria uma forte coesão familiar que ditava os mecanismos de transferência das parentelas,
bem como o reproduzir dos modelos de cumplicidade pré-existentes nos locais de origem? Ou a descentralização destes vínculos e sua consequente dispersão ditava a escolha de laços sociabilidade parental? De que modo se articulavam alegadas endogamias familiares e confessionais com a existência de redes de negócio disseminada pelas principais praças mercantis do espaço europeu?
Os vínculos contratuais derivavam de redes interpessoais?
Palavras-chave: mercadores, cristãos-novos, tabaco, escravos, redes ultramarinas
in COMERCIO Y CULTURA EN LA EDAD MODERNA
Juan José Iglesias Rodríguez
Rafael M. Pérez GarcÍa
Manuel F. Fernández Chaves
(eds.) ISBN: 978-84-472-1746-5

What happens when an overseas university desires the credibility of American accreditation, but institutional factors, cultural traditions, and accreditation standards collide? What role should accreditors play in enforcing their standards? Accreditation in higher education is intended as a means of assuring that the programs offered are of high quality and meet standards of assessment, due process for faculty and students, academic rigor, and so forth. By the 1950s, millions of former United States military personnel were provided funds for higher education as part of the Serviceman's Readjustment Act of June 22, 1944, to the tune of more than

This chapter focuses on how Vietnamese international graduate returnees confront traditional values with their changed attitudes and newly acquired knowledge and skills from overseas education. The chapter begins with a brief discussion of Bourdieu's habitus as an analytical framework of returnees' values, noting the diverse and mutability of values systems-an idea shared with Sen's notion of values and reasoning of values. Then, drawing on the findings from the survey and interviews with returnees and network members, the chapter discusses returnees' priorities, motivations and expectations-referred to in Bourdieu's notions of capital-and how they are shaped by returnees' values and reasoning of values in connection with Sen's concepts of capabilities. The discussion orients around returnees' reflections about their self-development, family responsibilities and goals for work and community work. Their reasoning about the values that inform their priorities, motivations and expectations of their acquired overseas education suggests correspondence to as well as divergence from the dimensions of habitus set out in Chap. 5. The chapter concludes by identifying some broad implications for further research and policies for returnees and for using the Sen-Bourdieu framework as a theoretical bind of the book. Chapter 5 provides insights into some aspects of Vietnamese cultural and social norms, political culture and educational values-the Vietnamese habitus. The focus of this chapter is on how Vietnamese international graduate returnees confront those traditional values with their changed attitudes and newly acquired knowledge and skills from overseas education. The chapter begins with a brief discussion of Bourdieu's habitus as an analytical framework of returnees' values, noting the diverse and mutability of values systems-an idea shared with Sen's notion of values and reasoning of values. Then, drawing on the findings from the survey and interviews with returnees and network members, the chapter discusses returnees' priorities, motivations and expectations-referred to in Bourdieu's forms of capital-and how they are shaped by returnees' values and reasoning of values in connection with Sen's concepts of capabilities. The discussion orients around returnees' reflections about their self-development, family responsibilities and goals for work

The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers’ attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers’ and students’ perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 i...

Study abroad programmes designed to meet industry needs for graduates with inter-cultural skills and a global outlook have low participation rates in Canada and Ireland due mainly to financial barriers. Embedding the use of High Definition Interactive Videoconferencing (HD IVC) in higher education has the potential to create ‘Global Graduates’ with the skills sought by employers today. The ‘Global Class’ is a concept which has been developed at Durham College, Canada. Using HD IVC, students from different countries can participate in a ninety-minute class facilitated by Durham College and led by an invited thought leader with expertise in a specific domain. This paper documents the specific experience of first year undergraduate students from the Institute of Technology, Blanchardstown (ITB), Dublin, who participated in a Global Class dealing with business ethics in November 2015. Feedback from a sample of the ITB students who participated in the class is encouraging. It points to a...

The role of the state in carrying out educational development and in order to fulfill the right to education, especially primary and secondary education in border areas must be further enhanced. The state must be present among school-age children in border areas by manifesting itself in the form of appropriate and representative school buildings. The state must exist in the form of adequate educational support facilities. The state must be present in the form of teachers and education personnel who are sufficient in number and have competence. The state must be present in the form of budget politics that supports education development in border areas. The state must also be present in a curriculum that suits the needs of school-age children in border areas as well as enhances their national insight.

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This chapter focuses on how Vietnamese international graduate returnees confront traditional values with their changed attitudes and newly acquired knowledge and skills from overseas education. The chapter begins with a brief discussion of Bourdieu’s habitus as an analytical framework of returnees’ values, noting the diverse and mutability of values systems – an idea shared with Sen’s notion of values and reasoning of values. Then, drawing on the findings from the survey and interviews with returnees and network members, the chapter discusses returnees’ priorities, motivations and expectations – referred to in Bourdieu’s notions of capital – and how they are shaped by returnees’ values and reasoning of values in connection with Sen’s concepts of capabilities. The discussion orients around returnees’ reflections about their self-development, family responsibilities and goals for work and community work. Their reasoning about the values that inform their priorities, motivations and ex...

This study aims to analyze the implementation of state responsibilities in fulfilling the rights of persons with
disabilities in the field of employment in Indonesia and the supporting and inhibiting factors of the state in fulfilling the
rights of persons with disabilities in the field of employment. The method used in this research is normative legal
research, with legal studies using legal systematics, research that will synchronize regulations, and make comparisons
with applicable laws and use legal history. The study results found that the state fulfills the rights of persons with
disabilities in the field of employment by providing protection and fulfillment of the rights of persons with disabilities.
Supporting factors for social movements in voicing the fulfillment of the rights of persons with disabilities, which are
accommodated by the Indonesian Association of Persons with Disabilities, are supporting factors for the fulfillment of
facilities for persons with disabilities in public spaces. The inhibiting factor is that the fulfillment of the rights of people
with other disabilities is still lacking; it is proven that facilities for people with disabilities often make the facilities that have
been built at several points ineffective and ineffective. The concept of state responsibility in fulfilling the rights of persons
with disabilities in the field of employment in Indonesia to obtain work and a decent living for humanity is a constitutional
right guaranteed in the 1945 Constitution of the Republic of Indonesia

The research aims to focus on how to conduct an investigation of the regulations for the protections of Indonesian Migrant Workers (IMW) and what efforts are needed by the Indonesian government in addressing the problems for application of regulation. The method uses descriptive research with a qualitative approach through the normative juridical method and data analysis method. With the revised regulation videlicet Law No 18 of 2017, the Indonesian government will not only serve applicant of Indonesian migrant workers but also to their families. Furthermore, it will improve the quality of migrant workers along with protecting and providing safety for their families. The findings showed that Indonesian migrant workers as a legal subject have the rights to be protected and to oblige the requirements which is set by the Indonesian government as sending state and the government of destination state. Legal protection of Indonesian migrant workers in overseas required binding protection which is provided by the state.

Universities are increasingly catering to this wider market, which is especially enticing to institutions given that working, sometime mature-aged students may have deeper pockets and so often prefer to enrol into graduate and/or full-fee paying programs. International students are an important part of this more complete image of the university sector globally today. This paper will explore perceptions of Vietnamese international students studying with regard to their experience on teaching and learning in Australia through series of qualitative interviews. The findings indicate that Vietnamese students struggled with language, assessment, Western teaching and learning style.  Many interviewees felt that local students often lumped them together with other international students, who sometimes had no desire to befriend or even work with them. The paper will provide recommendations on how to improve students’ experience perceived as customers in the higher education context and adds ...

Based on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this paper presents insights into the sociological influences that stem from international studentsʼ social networks, at home and abroad, and how they impact studentsʼ aspirations and behaviours. Informed by Bourdieuʼs (1986) social capital framework this paper argues that investment in human capital must take into account the role of social and cultural networks in influencing dispositions of students towards and hence their participation in international education. It critically challenges human capital theory for its assumptions of individualism and utilitarian function of education as economic goals. Understanding the sociological factors that influence international students will reveal how they engage with their learning, and present opportunities for universities to deliver programs that encourage students to participate in activities with local students ...

PurposeInternational student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers.Design/methodology/approachThis study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. ...

Resumo O artigo tem por objetivo contribuir para o entendimento do modelo de abstração da história econômica brasileira de Celso Furtado, por meio da análise do ciclo da mineração. O ciclo da mineração ocorrido em Minas Gerais no século XVIII é posto em contraste com os dois outros ciclos induzidos por demanda externa-o ciclo açucareiro e o do café-, assim como confrontado com o modelo geral de economia mineradora, presente nos estudos sobre a América hispânica. Entendemos que por meio destes contrastes podem-se entender as notórias lacunas a respeito do desenvolvimento do escravismo em Minas Gerais no século XIX, presentes em Formação Econômica do Brasil e, em especial, divisar os principais elementos da teoria econômica subjacente aos modelos de abstração histórica de Furtado.

Transnational articulation programmes are one way China is attempting
to advance its higher education (HE) system. We report a study of
twelve Chinese students’ experiences in two China-Australia 2 þ 2 articulation programmes. In our analysis of semi-structured interviews, we use
Bourdieu’s concepts of field and habitus to understand the impact on
the habitus of the students. We report the experiences of the Chinese
students in the HE sub-field in Australia. Students were like fish in water
with the logics of practice of Chinese HE. In the new sub-field of HE in
Australia, their habitus was out of place. This field/habitus mismatch created a field-habitus dissonance that can be productive of change to the
habitus. Some in the study strategised to overcome this field-habitus
mismatch and to adjust to the logics of the new field. We designate
this emergent habitus as an in-between, diasporic cosmopolitan habitus,
while others were able to ‘compartmentalise’ the demands of the new
field, indicating durability of habitus.

International graduates face specific barriers in finding work. These barriers are focused on two main categories of “hard currencies” consisting of their fixated requirements of credentials, such as their Australian residence, along with their “soft currencies” regarding their personal aptitudes and capabilities, such as soft skills of local knowledge and communication, that may result a hiring bias for employers to favor local graduates more than internationals (Blackmore et al., 2014, p. 20). Through sociological explanations of Bourdieu’s capital forms (1986), this report discusses specific barriers that underlie the issue of international graduate employability.

The number of international returnees is increasing in emerging economies. However, very little has been known about their career development in their home country. This study explored how Vietnamese returnees from Australia developed their career after returning to Vietnam. The study deployed a qualitative approach using in-depth interviews with 15 returnees of Australian universities. The findings revealed the returnees faced a range of barriers hindering their career progression amongst which 'the rigid working culture' was the most significant and 'stereotyped perceptions about Australian qualifications' was an emerging issue due to recent changes in economy and society in Vietnam. The findings revealed three main strategies that the returnees utilised to negotiate their employability including being 'navigator', being 'rebels, and being 'retreatist'. The findings also revealed that there was not a simple answer to whether Australian education outcomes were useful and applicable in Vietnam or not because the usefulness and application were determined by the extent to which the returnees could be able to use their overseas skills and knowledge. The study provided insights about constraints and opportunities in the home market and enrich the current literature about the returnee phenomenon. These insights would support international students to better support their plans for career development upon their return.

This study deployed a qualitative approach to explore an alternative perspective regarding graduate migrants' employability. Twenty graduate migrants in Australia participated in in-depth interviews. Findings revealed graduate migrants faced various challenges in the target labour market, and to successfully secure employment it was important for them to develop key forms of capitali.e., excellent technical knowledge, relationships with 'significant others', strong career identity and psychological resilience, and exercise agency in interlinking these capitals so that they could make use of their strengths and coat weaknesses. Results from the study imply that managing, teaching, and professional staff members should collaborate closely to develop wellrounded programmes to sufficiently equip international students with multidimensional resources.

This study examined the perceived challenges and motivators to studying abroad for university students who had not previously studied abroad. Additionally, this study investigated the experienced challenges and benefits to studying abroad for university students who had previously studied abroad. Results indicated that "lack of interest," "lack of knowledge of opportunities," "being too far away from family," and "course requirements of existing curriculum" were significant perceived challenges, while "overall life experience", "personal development", "opportunity to live in a foreign country", and "support of academic advisor" were significant perceived motivators for participants with no study abroad experience. "Finances" and "language" were the biggest challenges, while "opportunity to live in a foreign country" and "personal development" were the main benefits experienced for those who had studied abroad. Group comparisons on gender, class year, and length of study abroad trip were also examined. Implications and recommendations for educators and study abroad organizers are discussed.