"It Doesn't Really Matter Which University You Attend or Which Subject You Study While Abroad." The Massification of Student Mobility Programmes and Its Implications for Equality in Higher Education

Autor/in	Courtois, Aline
Titel	"It Doesn't Really Matter Which University You Attend or Which Subject You Study While Abroad." The Massification of Student Mobility Programmes and Its Implications for Equality in Higher Education
Quelle	In: European Journal of Higher Education, 8 (2018) 1, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Courtois, Aline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2017.1373027
Schlagwörter	Higher Education; Study Abroad; Equal Education; Student Mobility; Foreign Countries; Employment Potential; Qualitative Research; Semi Structured Interviews; Questionnaires; International Educational Exchange; Student Participation; International Programs; Models; United Kingdom; Ireland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studies abroad; Auslandsstudium; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Qualitative Forschung; Fragebogen; Internationaler Austausch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Analogiemodell; Großbritannien; Irland
Abstract	Based on documentary analysis and interviews, the article examines the current practices of Irish universities in their efforts to increase their students' participation in international exchange programmes. It argues that increased participation, while a positive outcome, obscures a growing differentiation in the types of exchange programmes and destinations. This emerging stratification leads to differentiated experiences and outcomes, which may amplify other forms of stratification pervading the higher education sector. In particular, we look at the emergence of different models of exchange, that have moved away from an academic focus towards a more easily manageable model better suited to the massification underway. We suggest that Irish higher education institutions contribute to making credit mobility a space, where students can deploy socially unequal strategies and where the more vulnerable remain either excluded, or limited to "second best" programmes, devalued academically or where pedagogic opportunities are lost. This is one of the manifestations of the production of internationalization under the pressures of cost-saving, corporatization and the employability discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01