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On July 1, 2021, the National Collegiate Athletic Association suspended its amateurism bylaw, allowing states to pass name, image, and likeness legislation. This opened the floodgates in intercollegiate athletics, allowing student-athletes to earn income and other financial incentives by engaging in sponsorships and other commercial deals with companies and organizations. Despite this, international collegiate athletes are currently prohibited from monetizing name, image, and likeness opportunities in the United States due to exclusionary restrictions on the F1 student visa status. There has been limited discourse regarding this near exclusion, leaving international collegiate athletes a silent group with few advocating for changes to ensure equity. This preliminary study investigates the perceptions of National Collegiate Athletic Association Division I intercollegiate athletic practitioners and coaches on the impact this exclusion can have on a wide range of issues, including recruiting, team dynamics, and job function. Findings suggested there are five main areas where this legislative gap will have an impact, including education, finance, diversion, equity and fairness, and American exceptionalism. [ABSTRACT FROM AUTHOR]

ABSTRACT The rapid increase in the number of international graduates seeking employment opportunities in host countries has been accompanied by a corresponding growth in related discourse regarding how international students could successfully benefit from post‐study work visa schemes and whether or not they are ‘career‐ready’ in local job markets. This study focuses on the linguistic capital among international graduates during their study–work transition processes. The qualitative analysis highlights that international graduates encounter various language‐related challenges during their transitions. However, their increased investment in English could not be simply interpreted as actions to overcome the language‐related challenges that they had encountered but was also for gaining access to their imagined communities, achieving non‐linguistic goals and employment outcomes. The study draws implications for understanding how international graduates could be better accommodated and encouraged to participate in the wider communities in their host countries. This is important knowledge, as enhancing employment outcomes is not only a goal for students pursuing international education but also of critical interest to countries seeking to sustain the international education industry. [ABSTRACT FROM AUTHOR]

This study aimed to determine whether a correlation existed between challenges and migration adjustments of the foreign students of De La Salle Medical and Health Sciences Institute (DLSMHSI) and their academic performance. The respondents included were foreign students. The researcher used a descriptive-correlational method employing survey and documentary analysis to correlate the two general types of variables: independent and dependent variables. The principal instrument for data gathering was the validated self-made questionnaire with checklists. Findings revealed that the majority were female, aged 21-25 years old, Filipino-Americans, with a longer stay of four years at DLSMHSI. The primary source of income for these respondents was support from their parents. The respondents encountered several challenges, including financial challenges due to concerns about school expenses, emotional challenges stemming from missing their homes and families, social challenges resulting from hesitancy to speak Filipino and consequent isolation, cultural challenges caused by language barriers, and academic challenges involving difficulty with academic work. To cope with the identified challenges, results showed that the majority of the respondents adjusted by spending their money wisely, consistently communicating with their families using platforms such as FaceTime, Skype, Viber, Facebook, IMO, etc., befriending Filipino classmates and other nationalities, studying the different culture and values of Filipino people, and being motivated to study harder to finish their degree. Findings also revealed no statistically significant relationship between challenges and migration adjustment and the academic performance of foreign students. [ABSTRACT FROM AUTHOR]

This paper revisits conventional wisdom on US degree premiums for immigrant workers and shows that, despite the benefits of a US degree, migration policies and substandard labor conditions contribute to international student motivations to return home. Using two original datasets, I find that about a third of Indian-born US graduates leave the US, seeking employment opportunities abroad and a respite from US work visa restrictions. I draw on 105 in-depth interviews and 7,177 employment histories constructed from LinkedIn, and the analysis demonstrates the use of digital data to shed new light on under-studied patterns of return migration in institutional perspective. I find that US work visas are related to the underemployment of immigrant workers, and gaps in visa availability are associated with US labor market departure for Indian international students. At the same time, foreign employers reward skills and credentials developed in the US, and the results suggest that US degrees carry a higher premium in foreign labor markets. The paper emphasizes the role of institutions in the skilled migration system and identifies disjunctures in US migration policy. I identify opportunities for policy reform to improve immigrant labor conditions and increase the retention of US-educated migrants in the US labor market. [ABSTRACT FROM AUTHOR]

International students are not only agents for the internationalisation of a campus environment but also a crucial source of income for universities and a country's economy. Thus, their recruitment and retention are vital and prioritised by university leadership and policymakers. However, scant attention has been given to investigating international student withdrawal, even more so on visa-related matters. This paper focuses on the lived experiences of five former students from Syria who withdrew from education pursuits in Malaysia due to visa-related issues. This phenomenological study found the absence of clear knowledge of immigration procedures among institution staff and unsympathetic treatment towards international students were the primary reasons behind withdrawals. These findings suggest negative student experiences affect not only current students but also potential students. Whilst the findings add to existing knowledge and future studies, the study marks the first in-depth investigation concerning the impact of visa-related issues on international student withdrawal. [ABSTRACT FROM AUTHOR]

Although ‘student-migrant-workers’ is increasingly recognised as an important subcategory of temporary, high-skilled and ‘backdoor’ migrants, research on this group and their participation in the labour market, especially their entering precarious employment, remains limited. Using in-depth interview data with participants in the US F-1 OPT program, a type of post-graduation work permit, this study explores why many student visa holders enter temporary agency work, a precarious employment form. Findings suggest that student-migrant-workers make employment choices within the frame of reference of immigration regulations, weighing their labour market disadvantages against these regulations’ restrictions and offered opportunities. Despite the inherent employment precariousness of temporary agency work, student-migrant-workers find them a viable solution for managing their precarious legal status and the unfavourable labour market position. The employment has the potential to facilitate maintaining their legal residence, extending work authorisations and transitioning to a ‘front door’ entry. [ABSTRACT FROM AUTHOR]

The article provides an overview of the political and economic challenges faced by the Albanese government in Australia from July to December 2023. While initially having a majority in the lower house, the government faced criticism for breaking election promises and neglecting economic management and national security. Rising inflation, increasing mortgage rates, and a slowing economy also caused concern among the public. The article highlights the failure of a referendum on Indigenous recognition in the Constitution, citing concerns about enshrining one group and lack of consultation. It briefly mentions other political events, such as by-elections, resignations, and the government's limited support for Ukraine. The text concludes by mentioning the High Court's decision to release criminal illegal migrants, which sparked public outrage, and a drop in opinion polls for the Labor government. [Extracted from the article]

The study of entrepreneurial incentives among students is a highly relevant issue because it is of utmost importance for the economic development of the country to cultivate generations of entrepreneurs who will create high-value technological startups and contribute to the transformation of Georgia into a technological hub, a goal that we have been calling a priority for years. In recent years, there has been a tendency among young adults to show entrepreneurial initiative, although this is modest compared to what could truly change the image of the country. Funds and angel investors have emerged in the country, ready to invest in interesting business projects with global potential. In this process, the role of universities could be invaluable. The primary obstacle that Georgia's and Portugal's education systems are still facing is incorporating entrepreneurial skills into formal and vocational education. Scant is the rundown of colleges that have coordinated this new test in their educational programs. The region is characterized by precarious and unsystematic skill-based professional schooling, reflecting inadequate funding initiatives lacking sustainability. The article studies the factors influencing students' entrepreneurial incentives in Georgia and Portugal, identifies the interests and opportunities of Georgian and Portuguese university students in starting a business, and discusses the best foreign practices for encouraging students' entrepreneurial activity. The article reports a study, based on a survey, which identified the main facilitating and hindering factors that influence students' entrepreneurial incentives. The paper also analyzes the environment supporting students' entrepreneurial activities in Georgia and Portugal, discusses the possibilities of finding financing, and identifies the main obstacles that students face when starting a business. [ABSTRACT FROM AUTHOR]

Immigrants' naturalization is conditioned by demographic, socioeconomic and contextual factors, but little is known about how it is affected by permanent visa category and geographic location at the destination. Using the 2016 Australian Census and Migrants Integrated Dataset (ACMID) and Probit regression analysis, we examined how visa category and location of residence influence naturalization rates for Chinese and Indian migrants arriving in Australia between 2000 and 2016. Chinese migrants were most likely to naturalize if entering under a Humanitarian visa, and Indian migrants if under a Skilled Independent visa. Migrants in the Australian Capital Territory were the most likely to naturalize, and those in Victoria the least likely—a distinction sharpened by metropolitan as opposed to regional location. The transnational perspective, allied with cost–benefit and integration theories, performs well in accounting for these heterogeneities. The differences have clear policy and practice in Australia and for countries of origin. [ABSTRACT FROM AUTHOR]

The current article provides an overview of the Estonian higher education system, including its academic and professional branches. It focuses on explaining what has been done in Estonia from 1991 to the present in terms of reshaping the higher education landscape towards a more competitive model that is responsive to the range of needs from quality to equity. To improve the match between education and the needs of labour market and society, Estonia conducts a consistent policy of internationalization in terms of diversity and inclusion. The country tries to get maximum out of its national strengths by focusing on any kind of fields from economy to culture and technology. It clearly defines its internationalization goals and produces highly skilled graduates. Remarkably, the number of international students is on ascending trend in Estonia. The present article evaluates the inflow of degree-mobile international students who choose Estonia as a study destination. It also answers the question of what national educational policies, strategies and economic conditions are and how they help to drive more foreign students into the country. [ABSTRACT FROM AUTHOR]

Law No. 24/2009 mandates the internationalization of the Indonesian language that is in line with the increase in the learning of the Indonesian language for foreign speakers. The number and location of Indonesian speakers are increasing and expanding in various parts of the world. However, the existing teaching materials are not optimal in supporting BIPA teaching, especially in the aspect of grammar--the most difficult language component for foreign students to learn. Thus, it is imperative to develop a model of Indonesian grammar teaching materials based on the current curriculum that refers to CEFR. This research focuses on the development of an Indonesian grammar teaching material model for A1-level BIPA students. The development design employed is an adaptation of the R&D design by Borg and Gall, which consists of several phases, such as (1) model development, (2) model evaluation, and (3) production and dissemination. This initial research constitutes a model development phase that includes (a) needs analysis, (b) needs identification based on the existing Indonesian grammar teaching materials and studies on the document of CEFR-based BIPA Graduate Competence Standard, and (c) compiling Indonesian grammar teaching materials. This preliminary research results in the mapping and drafting the initial product of the model of Indonesian grammar teaching materials for students at the A1 level. [ABSTRACT FROM AUTHOR]

The article discusses a report released by The Office for Students (OfS) regarding the assessment of technical proficiency in writing (TPWE) in higher education providers. The author analyzes the report and its policy contexts, emphasizing the importance of understanding transnational policy regimes in writing studies. The article also highlights the need to study and critique policies that impact educators and students, particularly those who are marginalized. The document analyzes power relations within the context of the OfS and its interactions with providers, students, employers, taxpayers, and faculty. The text discusses the positioning of the OfS and its policies in relation to standards, accountability, and the use of Standard English in higher education. It also discusses the influence of neoliberalism and the transnational diffusion of standards and accountability policies. The text explores different policy regimes that shape transnational education, language, and writing policies, and emphasizes the importance of understanding these regimes and their implications. Finally, the text provides a list of references and citations from various sources related to language policy, education, and assessment in higher education. [Extracted from the article]

This Note analyzes the NCAA’s new ‘Name, Image, and Likeness’ (“NIL”) guidelines and their impact on international student-athletes. The NCAA’s NIL guidelines allow student-athletes to profit off of their own name, image, and likeness, a benefit that would have made them ineligible to maintain their amateur status and compete in the NCAA two short years ago.1 While the NCAA’s NIL guidelines can generate substantial compensation for some of the NCAA’s most prolific student-athletes, international student-athletes are limited in the NIL opportunities they can enjoy based on various immigration restrictions.2 If an international studentathlete is found to be in violation of their employment restrictions, their student visa status will be terminated and they will be required to leave the United States immediately.3 This Note explores and recommends possible solutions to level the playing field among NCAA student-athletes, including expanding 8 C.F.R § 274a.12(b)(6) and defining NIL generated income as passive income for the purposes of 26 U.S.C. § 469(c)(1). [ABSTRACT FROM AUTHOR]

This article examines the experiences of Indonesian expatriates working in South Korea. It focuses on their migration routes and practices in the skilled labor market, as well as the role of ethnic identity in their employment outcomes. The study found that many participants followed a study-work pathway, with ethnic networks playing a role in job opportunities. The article emphasizes the importance of social networks and connections in securing employment in Korea, and suggests that ethnic identity can enhance employability for highly skilled migrants. [Extracted from the article]

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students' lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world. [ABSTRACT FROM AUTHOR]

The Western Balkans have faced many challenges in the last two decades. Thus the path of socio-economic progress has not been easy at all. Continuous efforts over time in the arena were made to reduce the gap in the integration path toward the EU. Year 2019, with the COVID-19 pandemic, the European economy was placed in a new economic position. Unlike other known crises, dealing with such an unknown visa, social reactions, cultural conflicts, and the many restrictions that were imposed as a security measure affected the socio-economics of the EU states, questioning the degree of real convergence between the EU states and those of the Western Balkans. The purpose of this paper is to know the effect of the global and covid crisis on the convergence of the Western Balkan states as well as the convergence between the EU states. [ABSTRACT FROM AUTHOR]

The article discusses the worldwide increase in English-medium instruction (EMI) programs and its impact on various domains in society. It highlights that EMI programs in higher education affect not only stakeholders within academia but also those outside of it, such as citizens and retailers. The article explores the conflicting interests of different stakeholders in EMI, including students, administrators, intellectuals, and ordinary citizens. It also examines the power dynamics and linguistic justice issues associated with EMI, as well as the role of language in expressing cultural identity. The article includes contributions from various countries, including the Netherlands, Estonia, China, Turkey, and Vietnam, which provide insights into the challenges and perspectives of stakeholders involved in EMI programs. [Extracted from the article]

The recent literature on skilled migration has addressed the socially constructed nature of the notion and category of "skilled" migrants, revealing the roles of the host state and its admission policy in shaping these migrants. This article adds to the literature by examining how the host state can also socially (or politically) create "skilled" migrants through policy that facilitates the post‐study employment of international students. The extant research on the social construction of skill and skilled migration informs the hypothesizing of three strategic ways in which host states seek to retain international students who may otherwise be excluded from the host labour market after graduation: (1) the creation of new work permits, (2) the discretionary relaxing of criteria for issuing work visas and (3) the provision of skilling support for finding employment. The case of Japan empirically validates all these strategies and indicates the particular significance of the second strategy. [ABSTRACT FROM AUTHOR]

Recent studies indicate that many foreign students now choose to go to the Philippines for university and language education. In this paper, we examine how Filipino Teachers' English (FTE) is represented on English language schools' webpages to market the Philippines as an alternative destination for acquiring "good" English among Japanese nationals. By examining a combination of online texts, photos, and videos through the lens of multimodal discourse analysis, we found that FTE is often presented as affordable and native‐like or somewhat akin to American English. While on the surface the shift of focus to the Philippines as a place for English education may appear to dismantle Japanese learners' strong preference for native speakers of English, the schools reinforce the hierarchization of English by invoking American English and/or native‐speakerist ideals. In short, FTE is promoted as a desirable option because it can pass as native‐like and is affordable. Unlike the less prestigious varieties of English spoken by the majority of Filipinos, which are implicitly stigmatized as impure and therefore inferior and undesirable, FTE is constructed as high quality at low cost. Through this representation, English language schools in the Philippines participate in the complex process of legitimating and illegitimating Philippine English, while at the same time reinforcing the hierarchization of English and the ideology of native speakerness. [ABSTRACT FROM AUTHOR]

The use of H-1B and other work visas to hire foreign professionals in the United States has been controversial and has caused policy debates. Using the 2010, 2013, 2015, and 2017 cycles of the National Survey of College Graduates (NSCG), this study examines the wage gap between college graduate immigrants working in the U.S. on a work visa and their native counterparts. We find that over the course of 2010-2017, temporary work visa holders, on average, have a 0.258 log point (approximately 25.8%) wage premium over natives. This premium, however, increases from 15.6% in 2010 to 31.9% in 2017. Although the differences between the two groups in socioeconomic and demographic factors explain the majority of this wage gap, due to existence of some unobservable characteristics, some portion of the gap remains unexplained. According to our results, this wage premium is larger for immigrants born in English-speaking countries and those who obtained their highest degrees from a non-U.S. university or college. It is also larger among bachelor's degree holders, and among those having a degree or job in computer related or engineering fields. However, we find no such a wage gap in certain occupations/fields or among doctoral and professional degree holders. Our results can therefore lead to important policy implications, such as changing skilled worker immigration rules. [ABSTRACT FROM AUTHOR]

Many of the more than 27 million refugees in the world today are highly educated professionals, but resolving their displacement via skilled migration pathways is typically not possible. At the request of employers facing severe skill shortages and the coordination of Talent Beyond Boundaries (TBB)–a non-profit organisation–the Australian government introduced in 2018 a pilot program enabling employers to sponsor refugees through an employment contract meeting existing skilled visa requirements. The pilot effectively added immigration places to refugees, as employer-sponsored visa are uncapped in Australia. We highlight some insights collected from TBB's 2018 and subsequent pilots. [ABSTRACT FROM AUTHOR]

International student-athletes are being sidelined from deals that would allow them to reap financial benefits from licensing their name, image, and likeness ("NIL"). The calls to sideline these students are not coming from the NCAA or even the federal agencies in charge of immigration. The calls are coming from overly cautious universities, attorneys, and academics who incorrectly see NIL licensing as work or employment that is incompatible with the visa obligations of international student-athletes. This Article argues that international athletes can license their NIL without violating their visa terms. [ABSTRACT FROM AUTHOR]

International students pursuing higher education in the United States incur additional expenses compared to domestic students by spending on foreign credential evaluations and visa applications. These costs are usually not reflected in program fee structures, are non-refundable, and are not covered by financial aid, creating significant, and often unforeseen, financial strains on international students, particularly those from low-income backgrounds. This study compared the costs of two major foreign credential evaluators (Educational Credential Evaluators and World Education Services) and factored in the price of visa processing fees and the I-901 Student and Exchange Visitor Information System fee. It found that First-time, International, Graduate students pay up to $691 for foreign credential evaluations and visa applications. The paper suggests that higher education institutions should provide more transparent fee breakdowns and enhance financial aid packages to better support these students. [ABSTRACT FROM AUTHOR]

The objectives of this research article were to survey the evolution of Thai conversation learning based on Thai culture studies for foreign students in the International B.A. Program in Communicative Thai Language for Foreigners (CTLF) at Kasetsart University from the Program's beginning up until the present day, and to explore the inno-creative approaches to be added in the digital era. The findings revealed that Thai conversation for foreigners was first offered as one of the core subjects in the International B.A. Program in the CTLF at Kasetsart University, which was founded in 2008. It has evolved and grown from the first program to the current program. Its course outlines have been revised based on content relevant to Thai culture studies. This has helped to achieve success in learning. To help Thai conversation learning become more successful in the digital era, the following 10 inno-creative approaches should be focused on, namely, 1. Digital and Innovative Learning and Teaching 2. Touch screen materials and inno-creative textbooks 3. Intellectual Networking and Joint Thai Learning and Teaching 4. Cross-cultural Communication through Inter-culture Diffusions 5. Learning and teaching based on multiculturalism 6. International Student Exchange Programs 7. Knowledge-career-life Skills 8. Continuing and Thai Language Learning and teaching Networking 9. High Technology-based Learning and teaching in the Digital Era and 10. Buddhist Moral knowledge and balanced development in the digital era. Furthermore, digital technologies and inno-creative learning such as devices and innovative textbooks as keys to success should be taken into account in order to drive Thai conversation learning. [ABSTRACT FROM AUTHOR]

This article proposes to view Australian Chinese cultural products through a Sinophone studies lens to clarify the position of Australia in transnational patterns of Chinese-language cultural production. Three examples illustrate how Sinophone studies can expand research on Chinese-language culture in Australia, by showing them to also be instances of wider phenomena: Chinese-language theatre, Federation-era fiction, and the foreign student literature of the 1990s. Examining how these examples fit into wider patterns of Chinese-language production allows us to expand dyadic views of diaspora or transnationalism while also directing greater attention to community diversity and marginalised texts. The Australian Chinese studies community is right to celebrate the length and breadth of Chinese cultural production in Australia, and considering Sinophone Australian literature and theatre in the context of global Sinophone cultural production can help sharpen perspectives on what is shared and what is particular about the Australian case. [ABSTRACT FROM AUTHOR]

China has shown increased engagement in International Higher Education (IHE), an interest motivated by a tremendous demand among both Chinese and international students. Conducted at a full-scale Sino-foreign joint-venture university (JVU) in China, this study seeks to explore the motivation of first-year international students for applying to and attending Sino-foreign JVU in China. A second related question investigates what they expect to experience prior to matriculation. Qualitative data collection and analyses suggest that international students at a Sino-foreign joint-venture university were motivated by a strong desire to distinguish themselves for integrative, international signaling, and instrumental purposes, and expect to change as a result of studying and living in an intercultural environment in China. [ABSTRACT FROM AUTHOR]

The paper presents a scoping review of research on transnational education in China published from 2016, the last year that a comprehensive literature review on the subject was published in Chinese Education & Society. The authors delimited a corpus of 88 articles focusing on collaborative transnational education in China and published on Scopus-listed international journals. The analysis of this corpus was supplemented by sampling the top cited articles on the same subject published in Chinese language academic journals. The quantitative analysis showed how research production pivoted during the period with an increased focus on teaching and learning and the lived experiences of students, academics and managers, while the same literature was previously dominated by research on wider managerial and institutional matters. A qualitative analysis of the production revealed a number of emerging research trajectories: the experience of academics and managers; the impact on host-country higher education; student motivations; transnational vocational higher education; first year transition; teaching challenges; the lived experiences of the students; Covid impact. Finally, the analysis outlined some trajectories that are only broadly sketched: cultural tensions; students' employability prospects; comparative studies among Sino-foreign cooperative universities; language and power; identity formation of students and academics. The article concludes with remarks on the value of studying transnational education within the context of China to further understand multicultural phenomena. [ABSTRACT FROM AUTHOR]

Teaching Romanian to foreign students at the Preparatory Year at the University of Craiova is vital for both personal and academic growth. It fosters cultural exchange and mutual understanding, enhances academic success, promotes inclusivity and diversity, and contributes to the growth of the Romanian economy. By offering language courses and cultural experiences, the University of Craiova showcases the benefits of studying in Romania, and highlights its academic and cultural strengths. This not only attracts more students to the university, but also contributes to the growth of the Romanian economy, as international students bring in revenue and stimulate local businesses. Furthermore, by interacting with international students, locals can broaden their horizons and gain new perspectives, further promoting cultural exchange and mutual understanding. The Romanian language is an essential tool for communication and diplomacy, and learning it is an investment in one's future. As the world becomes increasingly interconnected, the ability to speak multiple languages and understand different cultures is more important than ever. By learning Romanian, foreign students at the University of Craiova can gain a unique perspective on the world, and develop skills and knowledge that will serve them well in their personal and professional lives. [ABSTRACT FROM AUTHOR]

While COVID-19 affected all segments of the population, vulnerable social groups, including international students, were disproportionately affected. The primary objective of this study was to explore COVID-19-related experiences of African international graduate students (AIGS). Qualitative data were collected through in-depth interviews with 15 AIGS. Interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Participants reported experiencing fear of the virus and anxiety about their health and their family members (individual), feelings of isolation and depression because of reduced social engagement and lack of familial support (interactional), dealing with workrestrictive student visas, and loss of work opportunities (environmental/structural). The person-in-environment (PIE) and Ubuntu philosophy were useful lenses to understand the findings in the context of COVID-19 given its sociocultural connection to AIGS. Understanding the experiences of AIGS can help inform better approaches, including institutional and national policy changes, to support not only AIGS but also vulnerable international students during pandemics. [ABSTRACT FROM AUTHOR]