Fractal Inequality: A Social Network Analysis of Global and Regional International Student Mobility

Autor/in	Macrander, Ashley
Titel	Fractal Inequality: A Social Network Analysis of Global and Regional International Student Mobility
Quelle	In: Research in Comparative and International Education, 12 (2017) 2, S.243-268 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499917712616
Schlagwörter	Social Networks; Network Analysis; Foreign Students; Student Mobility; Classification; Developing Nations; Developed Nations; Higher Education; College Students; Social Differences; Economic Factors; Foreign Countries; Study Abroad; Graphs; Income; Statistical Data; South Africa; Europe; Asia; United States; Australia + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Classification system; Klassifikation; Klassifikationssystem; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Sozialer Unterschied; Ökonomischer Faktor; Ausland; Studies abroad; Auslandsstudium; Grafische Darstellung; Einkommen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Europa; Asien; USA; Australien
Abstract	Literature on global international student mobility (ISM) highlights the uneven nature of student flows--from the developing to the developed world--however, studies have yet to address whether this pattern is replicated within expanding regional networks. Utilizing social network analysis, UNESCO ISM data, and World Bank income classifications, this paper examines economic inequality in ISM from 2008-2012 globally and within the Southern African Development Community, the European Higher Education Area, the Union of South American Nations, and University Mobility in Asia and the Pacific. Findings reaffirm previous global analyses which indicate that higher-income countries play a preeminent role as receivers; whereas, lower-income countries function primarily as source nations. This study demonstrates that this pattern is replicated fractally within the four regional networks as well. Globally and regionally, economically developed countries comprise the core of the world-system in tertiary education while less-developed nations are relegated to peripheral status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01