In this section of Campus, EuropeNow features a selection of scholarly articles and books on topics pertinent to the teaching of Europe or teaching in Europe that were published within the last 5 years. This dynamic bibliography, with monthly installments, seeks to highlight both pedagogy research as well as critical analyses of debates taking place in higher education in and about Europe.
If you are interested in reviewing any of the books featured in any of our Campus Round-Ups, please contact our Research and Pedagogy Chair, Hélène Ducros, at firstname.lastname@example.org
1. Access for Refugees into Higher Education: A Review of Interventions in North America and Europe
By Bernhard Streitwieser, Bryce Loo, Mara Ohorodnik, and Jisun Jeong
This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers’ rationales for working with refugees using Knight and De Wit’s rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.
2. Internationally Mobile Academics: Concept and Findings in Europe
By Ulrich Teichler
Information on the international mobility of persons in charge of teaching and/or research at institutions of higher education is by no means abundant. Most official statistics provide only information on their current citizenship. A closer look reveals that international mobility can be enormously varied – for example, migration initiated by their parents or other factors, periods of training and short-term employment abroad, short visits, and last but not least long-term or permanent professional mobility. Surveys have been undertaken addressing modes and sequences of international mobility during the life-course. They suggest that more than a quarter of academics in Europe have spent a substantial period of their life in other countries than that of their current employment and more than half at least short periods abroad. This seems to have some beneficial effects on their international views and activities as well as beyond their academic life. However, in some respects the effects are small, and a relatively large proportion of academics believe that international mobility have not boasted their academic employment situation and career in general. Future research might show whether internationality of academic life is on the way to become so much common that career advantages cannot be expected anymore.
3. The Long Walk to Knowledge: On the Determinants of Higher Education Mobility to Europe
By Jonas Didisse, Thanh Tam Nguyen-Huu, and Thi Anh-Dao Tran
This paper investigates the determinants of demand for higher education mobility from students in developing countries to Europe. Used together with various linguistic relations, we emphasise the relevance of informal and formal networks in explaining resistance to student migration. The former are made up of friends or previous students while the latter are formal partnerships that have been established among higher education institutions. Overall, our results show that, apart from the usual economic considerations, student mobility is strongly correlated with non-monetary factors specific to origin and destination, such as socio-demographic characteristics, individual beliefs, and institutional profiles.
4. The Paradox of Integration: Why do Higher Educated New Immigrants Perceive More Discrimination in Germany?
By Jan-Philip Steinmann
This article analyses the relation between immigrants’ educational attainment and their perceived discrimination. Previous studies in the Netherlands have found that ethnic discrimination is a particularly salient concern among higher educated immigrants, also referred to as the paradox of integration. By using data from the SCIP-project (‘Causes and Consequences of Early Socio-Cultural Integration Processes among New Immigrants in Europe’), I empirically examine, firstly, whether this counterintuitive finding applies to the group of recently arrived Polish and Turkish immigrants in Germany. Secondly, based on three theoretical perspectives, and taking the opportunity structure, immigrants’ awareness, and their relative deprivation into account, I am concerned with the explanation of the integration paradox. Bivariate results confirm the existence of the integration paradox for recent immigrants in Germany. The findings of mediation analysis and effect decomposition indicate that all three theoretical approaches contribute to the explanation; however, the positive relation between educational attainment and perceived discrimination requires slightly different explanations for Poles and Turks. The results further illustrate that it would be misleading to conclude that higher educated immigrants are automatically protected against discriminatory acts.
5. The Influence of Europeanization Policies on Immigrants’ Participation in Scandinavian Higher Education
By Dinah Kagan
The aim of the paper is to provide further insights into the mechanisms contributing to the integration of immigrants in higher education. Recent immigration waves into Europe place pressure on European communities; However, mass immigration is only expected to increase. The immigrants’ influence on their host countries depends on their economic performance and how well they adapt. In this regard education serves as a key component towards successful integration. As European higher education transforms the influence of these reforms on the participation rates of immigrants is of relevance. A comparison between the participation rates of immigrants following the Europeanization of the Scandinavian higher education system provides interesting insights to these issues.
Published on October 14, 2020.