Search

The overrepresentation of female students in study abroad programmes across the Western world represents one of the major gaps in scientific research on study abroad. In this paper, I explore possible theoretical and empirical explanations, drawing on Personal Investment Theory and investigating study abroad motivations and decisions of a nationally representative sample of higher education students in the Netherlands between 2006 and 2015. The analyses specifically focus on the role of parents, academic self-concept and perceived goals in female and male students decision-making process to participate in study abroad programmes. The results reveal that maternal educational attainment level potentially plays a crucial role in explaining the decision-making process of both male and female students, as well as in explaining the overrepresentation of female students. The findings indicate that female students whose mothers have a medium educational attainment level are more likely to study abroad for exploration motives, whereas female students with lower educated mothers are more motivated by professional development purposes. As such, the results suggest mothers might motivate their daughters to study abroad in order to achieve intergenerational social mobility. Together, the presented findings offer fresh theoretical and empirical explanations of the gender gap in study abroad. Furthermore, the generated insights open up new directions for future research, indicating particularly the potential of social reproduction theories for explaining the gender gap in study abroad., Author(s): Christof Van Mol [sup.1] Author Affiliations: (1) grid.12295.3d, 0000 0001 0943 3265, Department of Sociology, Tilburg University, , Warandelaan 2, 5037 AB, Tilburg, The Netherlands Introduction In Australia, Europe [...]

Over the last decades, there has been increasing interest in the topic of international student mobility (ISM). However, there is surprisingly little analysis of the ways in which different characteristics and types of short-term ISM or the importance of host education systems and labour markets may affect early career outcomes of formerly mobile graduates. Therefore, in this study we explore, first, the relationship between participation in ISM at the Bachelor and Master level and graduates' wages and the duration of education-to-work transitions. Second, we investigate variations in ISM labour market outcomes according to the type of mobility: study, internships, or combinations of both. Third, we examine the relationship between labour market outcomes of formerly mobile students and the country of destination's position in higher education international prestige hierarchies and labour market competitiveness. We use the Dutch National Alumni Survey 2015, a representative survey of higher education graduates in the Netherlands, conducted 1.5 years after graduation. Before controlling for selection into ISM, the results suggest the existence of labour market returns to ISM and that the heterogeneity of ISM experiences matters as labour market outcomes vary according to the level of study, the type of mobility, and the positioning of the country of destination in international prestige hierarchies. However, after controlling for selection into ISM through propensity score matching, the differences in early career outcomes between formerly mobile and non-mobile graduates disappear, suggesting that they cannot be causally attributed to their ISM experience. We explain these results with reference to the characteristics of the Dutch education system and labour market, where restricted possibilities for upward vertical mobility limit returns to ISM in the local labour market., Author(s): Christof Van Mol [sup.1] , Kim Caarls [sup.2] , Manuel Souto-Otero [sup.3] Author Affiliations: (1) grid.12295.3d, 0000 0001 0943 3265, Department of Sociology, Tilburg University, , Warandelaan 2, 5037 [...]

With the growing possibilities for conducting web surveys, researchers increasingly use such surveys to recruit student samples for research purposes in a wide array of social science disciplines. Simultaneously, higher education students are recurrently asked to complete course and teacher evaluations online and to participate in small-scale research projects of fellow students, potentially leading to survey fatigue among student populations across the globe. One of the most frequently reported effects of over-surveying is a decrease in overall response rates. This situation has significant impacts on the generalizability and external validity of findings based on web surveys. The collection of reliable data is, nevertheless, crucial for researchers as well as educational practitioners and administrators, and strategies should be developed for achieving acceptable response rates. This paper reports on a methodological experiment (N = 15,651) conducted at the University of Antwerp, Belgium, in which possible strategies to improve survey response are explored. I specifically focus on the impact of an extra reminder as well as specific reminder contents on response rates. The results reveal that extra reminders are effective for increasing response rates, but not for diversifying the sample. [ABSTRACT FROM AUTHOR]

Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this article we aim to make a contribution to the domain of educational research. We explore strategies that schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organizational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the ‘care’ aspect and teachers working solely within the classroom. [ABSTRACT FROM PUBLISHER]