以用户为中心的设计方法理解当代世界的国际教育：留欧动机和性别偏好

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2020-04-01 DOI:10.1177/1475240920916046

F. Donkor, R. K. Mazumder, S. Hosseinzadeh, Someshwar Roy

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引用次数: 10

摘要

正如联合国制定的可持续发展目标所反映的那样，教育有望成为全球可持续发展和人类能力发展的工具。随着学生在追求受教育权方面的流动性越来越大，国际教育已成为当代教育领域的一个突出特征。本研究调查了激励国际学生在高等教育（大学）水平上接受更高质量教育的关键因素，特别是在欧洲，以及在推拉因素框架内对学习目的地的潜在性别偏好。这项研究收集了来自84个国家的288名个人的回复，他们通过欧盟委员会资助的伊拉斯谟·蒙杜斯（EM）奖学金在欧洲接受了某种形式的教育。回复是通过在线平台Survey Monkey收集的。研究结果显示，德国、英国、瑞典、荷兰和西班牙是欧洲最受欢迎的高等教育目的地。英国是女生最喜欢的目的地，而德国是男生最喜欢的地方，其他国家略有变化。研究发现，国际教育的关键激励因素是获得奖学金的机会、更好的教育质量和相关学习项目的可用性。影响最小的因素是语言的通用性、适宜的环境（如气候、温度）、地理位置、移民范围和社会成本。

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A User-Centric Design Approach to Understand International Education in the Contemporary World: Motivations and Gender Preferences for Studying in Europe

Education holds promise as a vehicle for sustainable global development and human capacity development, as reflected in the Sustainable Development Goals set by the United Nations. International education has become a prominent feature in contemporary times on the educational landscape as students become increasingly mobile in pursuit of their right to education. This study investigates the key factors that motivate international students to undertake better quality education at higher education (university) level, particularly in Europe, and the underlying gender preferences for study destinations within the framework of push-pull factors. The study collected responses of 288 individuals from 84 countries who had undertaken some form of education in Europe through the European Commission-funded Erasmus Mundus (EM) Scholarship. Responses were collected through an online platform, Survey Monkey. Outcomes of the study revealed that Germany, United Kingdom, Sweden, Netherlands, and Spain are the most popular destinations for pursuing higher education in Europe. The United Kingdom is the most preferred destination for female students while Germany is the most preferred destination for male students, with slight changes for other countries. Key motivating factors for international education were found to be scholarship opportunity, better quality of education, and availability of the relevant study program. The least influencing factors were found to be the commonality of language, suitable environment (eg climate, temperature), geographical proximity, the scope of migration, and social cost.

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.