Journal of Studies in International Education RSS feed -- OnlineFirst Articles

Universities' Responses to Globalisation: The Influence of Organisational Culture

Burnett, S.-A., Huisman, J. — Tue, 20 Oct 2009 10:59:01 PDT

This study sought to assess how and why some higher education institutions have responded to aspects of globalisation and, in particular how organisational culture influences universities’ responses to globalisation. Using a predominantly qualitative, mixed-methods approach, empirical research was used to explore the impact of globalisation at four Canadian universities. A multiple, case-study approach was used to achieve a depth of understanding to establish the universities’ culture, institutional strategies, and practices in response to globalisation. Several similarities and many differences were revealed in the institutional responses that are explained in terms of institutional culture. Suggestions are made for developing activities that would ensure culture becomes more entrepreneurial such that responses to globalisation are optimised.

A Conceptual Framework for Exploring the Role of Studies Abroad in Nurturing Global Citizenship

Tarrant, M. A. — Mon, 05 Oct 2009 14:12:46 PDT

A conceptual framework, adapted from the Value-Belief-Norm theory, is proposed for understanding the role of studying abroad in nurturing global citizenship. The framework is oriented in concepts of justice, the environment, and civic obligations as key issues in the predictive validity of values,beliefs,and norms.The VBN approach is then applied to the design and experience of a short-term, faculty-led, educational travel study abroad program. By demonstrating how such theoretical contributions can help modify the instructional delivery and academic content of these types of study abroad programs, it is also possible to quantify how learning outcomes are demonstrably linked to key facets of the international education experience.

Internationalization of U.K. University Business Schools: A Survey of Current Practice

Bennett, R., Kane, S. — Mon, 05 Oct 2009 14:12:46 PDT

A questionnaire was sent to the heads of internationalization in the business schools of all U. K. universities. Sixty-five replies were received. The document covered,inter alia,the internationalization activities undertaken by the respondents’ schools, the intensities with which internationalization had been implemented, motives for internationalizing, approaches adopted (gradualistic vs. simultaneous), possible links with graduate employability, and the role of innate predilections toward internationalization held by senior business school managers. A schematic model intended to explain the speed, extent, and intensity of a business school’s internationalization was developed and tested. It transpired that levels of internationalization activity within the sample institutions were substantial. The degree and/or speed of internationalization within a business school appeared to depend significantly on the financial situation of the host university, managerial inclinations favoring internationalization, financial dependence on foreign students, the desire to attract greater numbers of students from overseas, the size of the business school and the age of its host university, and the belief among senior managers that an internationalized curriculum improved the employment and career prospects of British born as well as foreign students.

Developing Globally Compatible Institutional Infrastructures for Indian Higher Education

Chakrabarti, R., Bartning, A., Sengupta, S. — Thu, 24 Sep 2009 09:59:08 PDT

The authors profile developments in the globalization of Indian higher education, with an emphasis on emerging globally compatible institutional infrastructures. In recent decades, there has been an enormous amount of brain drain: the exodus of the brightest professionals and students to other countries. The article argues that the implementation of robust student support and quality-assessment methodologies in Indian universities is essential if India is to become an attractor as well as a source for international student and faculty circulation. On-site research conducted with senior administrators and student body members in India indicates that the mounting pressure to develop such infrastructures is increasing the divergence between privately funded and traditional public schools in the Indian higher education landscape, as progressive private institutions position themselves to become competitive in burgeoning international partnerships. In particular, many new innovative private university programs and infrastructures have developed that address the demands of cross-circulation with Western academic programs.

Education for Global Competencies : An EU-Canada Exchange Programme in Higher Education and Training

Brodin, J. — Thu, 13 Aug 2009 10:14:19 PDT

Globalization has emerged as a trend concept during the past decades. As a result of the globalization, the need for educating all citizens and providing them with information about other cultures and countries has increased. In this article, international student exchange in higher education will be discussed. Global Competencies in Early Childhood Education was a student mobility project aimed at preparing undergraduate early childhood education students to work with children and their families within a multicultural context all over the world. The project was part of a transnational EC/ Canada Cooperation Programme in Higher Education and Training. By participating in academic studies and fieldwork in early childhood settings, the students were expected to gain experience that would enable them to work with young children in multicultural settings as well as in different countries, to have a significant impact on the children they work with and their families.

Multicultural Students in Study Abroad: Their Interests, Their Issues, and Their Constraints

Murray Brux, J., Fry, B. — Tue, 11 Aug 2009 14:13:48 PDT

Study abroad programs offer great potential to benefit students in an increasingly internationalized world and work place. Recently, a wide discussion among educators about the benefits of diversifying study abroad has developed, but students participating in study abroad may face many constraints, many of which are not faced by their majority student peers. The purpose of this study is to further assess, through a survey and focus groups, the constraints on multicultural student participation in study abroad. The results of the study indicate that institutional factors (academic scheduling difficulties, absence of relevant programs, lack of information, etc.), as well as other factors that can be moderated by institutional effort (providing encouragement, addressing financial issues, discussing family concerns, etc.), prevent students of color from participating in study abroad programs. The authors use the results of this study, along with those of the broader literature, to recommend strategies to increase multicultural student participation in study abroad.

Quality Assurance and the Changing Meaning of Autonomy and Accountability Between Home and Overseas Campuses of the Universities in New York State

Yokoyama, K. — Wed, 22 Jul 2009 11:40:11 PDT

The purpose of this study is to identify how the meaning of autonomy and accountability changes between domestic and overseas campuses of the universities in New York State. The article confines to and examines the shift of the quality assurance mechanism between two contexts. The article argues that home campuses of the University of the State of New York (USNY) emphasize substantial autonomy and managerial, professional, and market accountability, which are mainly shaped by the state’s regulatory mode, the market and the accreditation scheme of a regional accrediting body, Middle States Commission on Higher Education (MSCHE). The meanings of autonomy and accountability of the USNY’s overseas campuses are far more complex and hybrid than those within the U.S. territory mainly because of shift in the state’s regulatory mechanism, different implication of the MSCHE’s practice for the meaning of accountability, and the involvement of new regulatory bodies—authorities in host countries.

Science Policy and the Internationalisation of Research in Portugal

Patricio, M. T. — Mon, 22 Jun 2009 16:26:11 PDT

This article will examine Portuguese and European science and higher education policies and their impact on international collaborations. It will do so by looking at two key indicators: international academic mobility and the coauthored international scientific publications. The data show Portugal as an attractive country for foreign students and the increasing participation of Portuguese undergraduates in exchange programmes. The increase in the number of new PhDs in the last decade has been accompanied by an international academic experience. The analysis of international publications (Thomson Scientific) over a 25-year period show that Portugal is one of the most collaborative countries in Europe and that the highest rate of collaboration is now occurring with Spain.

Emerging Concept of Internationalisation in South African Higher Education: Conversations on Local and Global Exposure at the University of the Witwatersrand (Wits)

Cross, M., Mhlanga, E., Ojo, E. — Mon, 22 Jun 2009 16:26:11 PDT

Rather than paying attention to the specific approaches emerging from different contexts, current debates tend to privilege Western-universalizing concepts of internationalisation, unproblematically accepted as globally established truths. In South Africa, where the legacy of isolation and the dominance of Eurocentricism in academia have inspired considerable scepticism regarding internationalisation, the challenge is to find innovative approaches that account for its specific context. This article responds to this challenge by examining the emerging concept of internationalisation at Wits. It does so with reference to three questions: What conceptions inform the internationalisation practice at Wits? Does Wits have appropriate strategies in place to promote internationalisation? How do these match its particular circumstances?

The Effects of an Internationalized University Experience on Domestic Students in the United States and Australia

Parsons, R. L. — Mon, 22 Jun 2009 16:26:11 PDT

This research was conducted to determine whether the benefits claimed by advocates of university internationalization would be evidenced by students at two universities in the United States and one in Australia. A review of the literature of study abroad, intergroup contact theory, intercultural communication and sensitivity, worldmindedness, and internationalization of the curriculum was conducted to determine the expected and desired outcomes of university internationalization, and an instrument was created to measure them. Responses from 1,302 students indicated that that the primary components of an internationalized education (study abroad, contact with international students, and an internationalized curriculum) and frequent attendance at international events, were significantly correlated with higher scores on almost all of the scales and subscales. Other international variables, as well as older age, a greater number of years at college, and senior versus freshman standing, were also significantly correlated, but with fewer scales.

Assessing Students' Language Proficiency: A New Model of Study Abroad Program in China

Jinghui Liu, J. — Tue, 09 Jun 2009 14:51:36 PDT

This article describes a model that integrates an at-home preparation intensive summer program with a short-term, study abroad summer program to increase students’ Chinese-language proficiency, cultural awareness, and personal career development. The results indicate that the at-home preparation program can build students’ self-esteem and confidence and subsequently allows them to benefit from interacting with native speakers during their study in China. This model program also assesses students’ multiskills language proficiency, including listening, oral, reading, writing, cultural competences as well as their personal development by combining measurement instruments of the SAT Chinese scores, the ACTFL Oral Proficiency Interview (OPI), and portfolio writing. The results demonstrate a positive relationship between the scores of the SAT Chinese and the level of the OPI test. The cutoff scores for participants’ selection for designing study abroad programs are also suggested.

Cultural Competence: Its Influence on the Teaching and Learning of International Students

Nieto, C., Zoller Booth, M. — Wed, 03 Jun 2009 09:39:56 PDT

This study investigates the influence of cultural competence on the teaching and learning process for instructors and students of higher education. It examines whether there is a difference in the level of intercultural sensitivity between university instructors and ESL students, whether ESL instructors and non-ESL instructors vary in their levels of intercultural sensitivity, the extent to which gender affects cultural competence, and whether levels of intercultural sensitivity creates additional challenges for these individuals on a college campus in the United States. Using mixed methods, the study found that instructors reported a higher level of intercultural sensitivity than college students; that females scored higher than males on intercultural sensitivity; and that a significant difference was found between ESL instructors and non-ESL instructors in the area of interaction engagement. Finally, only instructors (not students) revealed that culture and language were the greatest challenges for international students.

Finding a Home Abroad With "Eveline": Using Narrative Inquiry to Establish a Sense of Place for a Western Teacher in a Foreign and Multicultural Context

Ferguson, M. R. — Mon, 01 Jun 2009 10:25:05 PDT

This is the exposition of a Western teacher working abroad in Thailand and his coming to terms with what it means to find a home and a sense of belonging while learning to teach in an unfamiliar land and culture. A foreign teacher finds himself isolated between feelings of perceived power (as an educated Westerner) and his all too real feelings of apprehension (as a cultural outsider in a Thai classroom) without feeling grounded in a unified place to call home. The author combines narrative inquiry along with theoretical formulations using the instrument of story to create a dynamic and sensuous space while at the same time proposing a more sophisticated multicultural approach to International Education.

Trade in Services and Its Policy Implications: The Case of Cross-Border/Transnational Higher Education in Malaysia

Morshidi, S., Razak, A. A., Koo, Y. L. — Thu, 21 May 2009 10:41:18 PDT

The geography of trade in services is becoming increasingly important for a developing country such as Malaysia. But, present discussion on trade in education services, in particular, higher education and the General Agreement on Trade in Services (GATS) in Malaysia is rather limited and takes a short-term perspective. This is especially so with respect to the analysis of the impact of the GATS negotiations on the Malaysian higher education system. This article discusses Malaysia’s current negotiating position insofar as trade in higher education services is concerned. Malaysia’s prospects of gaining from trade in higher education services are analyzed.

Cultural Exchange: Evaluating an Alternative Model in Higher Education

DeLong, M., Geum, K., Gage, K., McKinney, E., Medvedev, K., Park, J. — Thu, 21 May 2009 10:41:18 PDT

A fundamental and contemporary issue in higher education is how to encourage global awareness, professional development, and accountability within constraints of curriculum and scarce resources. This is an evaluation of student experiences with a 11/2-year cross-cultural partnership that included a team project, public presentations, publications, and 2-week travel exchanges. Data were collected from the participant’s project outcomes, from interviews pre- and posttravel, and survey questions at the end of the experience and 1 year later. The public face to the project allowed for partners to learn of the professional standards of the other culture while representing their own. Partner synergies were evidence of a personal, professional, and cultural awareness that provided a pathway to encourage cross-cultural learning among students in similar fields. Such cross-cultural experiences will help to ensure professional survival in the 21st century.

The Social Studies Education Discourse Community on Globalization: Exploring the Agenda of Preparing Citizens for the Global Age

Agbaria, A. K. — Wed, 20 May 2009 11:34:32 PDT

The scholarship nexus between education and globalization provides limited insights into how global education has been framed and rendered. The purpose of this article is twofold. First, it seeks a better understanding of the nature of the mission of preparing citizens for the global age and what it entails in the context of learning and teaching social studies in the United States. Second, it aims at describing and characterizing the discourse community of social studies education as it relates to educating about and for globalization. Specifically, this article asks: What educational proposals are suggested in this discourse to prepare the students to meet the demands of globalization? What perspectives, skills, and values are emphasized? And what we can learn from this discourse’s selectivity of content and emphasis? All in all, the article reveals the enclosure of global education within the language and practices of multicultural education.

Determinants of International Students' Academic Performance: A Comparison Between Chinese and Other International Students

Duanmu, J.-L., Li, G., Chen, W. — Fri, 15 May 2009 09:24:41 PDT

With the increasing number of international students travelling to well-developed countries for higher education, there has been a growing interest in exploring the factors that influence their academic performance during their overseas studies. This study aims to give an insight into international students’ learning experience by investigating the differences between Chinese and non-Chinese cultural groups and leads to the identification of the key predictors of their academic achievement via multiple regression analysis. The results suggest that the perceived importance of learning success to family, English writing ability, and social communication with their compatriots are significant predictors for all international students. As the predominant group, Chinese students display some distinctive characteristics. A less active learning strategy is observed among Chinese students relative to others, but no evidence has found that this negatively affects their academic achievement.

What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students' Motives and Goals

Allen, H. W. — Wed, 13 May 2009 12:57:27 PDT

This comparative case study explored the motives and goals of two American students participating in short-term study abroad (SA). Findings, interpreted from an activity theory perspective, demonstrated that despite similar language-learning histories and demographic characteristics, the students were learning French and participating in SA for different reasons. Dissimilarities between their language-learning motives and goals for SA led to differences in their experiences using French and interacting with host families and, later, to shifts in goals and language-learning strategies. These findings offer support for a relational definition of the context of learning during SA wherein context is emergent from individuals’ language-learning motives and reasons for engaging in SA, goals for SA, and resulting actions. Practical implications of this study include the need for intervention in student learning during SA.

A Cross-Cultural Investigation of Students' Perceptions of the Effectiveness of Pedagogical Tools: The Middle East, the United Kingdom, and the United States

Mahrous, A. A., Ahmed, A. A. — Mon, 11 May 2009 14:36:54 PDT

Despite the growing number of international education programmes, students’ response to various pedagogical tools used in these programmes has rarely been examined. Accordingly, business academics teaching on such programmes may not be sure as to which pedagogical tools to use. This study empirically investigates how various teaching tools affect undergraduate students’ perception of the learning process. A self-administered survey was used to gather data from 461 undergraduate students in the Middle East, the United Kingdom and the United States. Findings demonstrate that the students from each region have a different opinion with regard to the impact of various teaching tools on their learning outcomes. The implications of this for business educators are discussed.

Another Look at the Language Difficulties of International Students

Zhang, Y., Mi, Y. — Mon, 04 May 2009 10:51:26 PDT

International students encounter language-related problems in their academic studies. Specific problem areas have been identified and possible underlying causes have been explored. The present study investigates the impact of two variables—length of study and academic disciplines—in relation to the problems. The findings from a survey and interview of 40 Chinese students at 8 Australian universities reveal that though listening and speaking pose a lot of difficulties for the majority of the informants, the difficulties are confined to the first 2 years, and they do not seem to affect the academic study of those informants in linguistically less demanding courses. Reading does not seem to be a problem area but writing does, across academic disciplines, defying the 2-year mark. These findings call for a more balanced and nuanced understanding of the language difficulties experienced by international students.

An Investigation of Factors Associated With Student Participation in Study Abroad

Fri, 01 May 2009 14:34:47 PDT

International student exchange programs are widely promoted in higher education as a means of developing desirable intercultural skills and understanding among students. This multimethod study employed data from student surveys, tertiary institution case studies, and interviews with key stakeholders to identify factors that inhibited or promoted the uptake of international exchange programs among New Zealand students. These factors include the development of early understanding of the benefits of studying abroad; ongoing support to students; social, cultural, and linguistic capabilities; and how effectively overseas study was integrated into student degree programs. Implications of these findings for exchange programs in general are discussed in the context of future strategic development of expanded, more diverse opportunities for study overseas.

Negotiating Different Assumptions: The Experience of Mature Japanese Students In British Universities

Akazaki, M. — Fri, 24 Apr 2009 10:29:23 PDT

Growing diversity among international students requires analysis of the experience of particular groups of international students, which would provide implications to understand other groups of students. Changes in the society encouraged the Japanese to seek professional training on postgraduate courses in Japan as well as overseas. Employing a qualitative approach, semistructured interviews were conducted with mature Japanese students and staff to illustrate how these students negotiate their experiences. Among several findings identified in the research are the gaps in assumptions among stakeholders of international higher education. The stakeholders appear not to appreciate fully that these students learn from their experience and improve in four competencies: knowledge, communication, academic expectation, and learning from experience. The research reveals the potential of training courses on the awareness of these assumptions, and the crucial role of institutional leadership of universities to implement these training courses for staff and students.

Diffusion of Internationalization in Turkish Higher Education

Bostrom, C. A. — Fri, 06 Feb 2009 10:52:17 PST

Administrators in institutions of higher education in Turkey are discussing the innovative concept of internationalization—a term historically associated with specific international programs and student exchanges. Today, it has a broader meaning related to strategic initiatives for global effectiveness. This article summarizes the findings of a comparative case study of the diffusion of internationalization at two universities located in Ankara, Turkey, using triangulated data gathering techniques; it also suggests a synthesized definition of internationalization (often confused with globalization and carries a negative connotation for some) based on the work of leading researchers of internationalization with an emphasis on the need for international interdependence, which institutions of higher learning in Turkey need to remain relevant in today’s global context.

International Experience: An Opportunity for Professional Development

Hamza, A. — Wed, 04 Feb 2009 13:47:29 PST

This qualitative study examines the role of international experience in the transformative learning of female educators as it relates to professional development in a higher education context. It also investigates how the learning productions of these experiences were transferred to the participants’ home country. Nine American female faculty and administrators who worked at universities in Arab countries in the Gulf region participated in this study. The results suggest that the transformative learning of the female educators was reflected in three themes: changes in personal and professional attitudes, experiencing a new classroom environment that included different students’ learning style and unfamiliar classroom behavior, and broadening of participants’ global perspectives. Conclusions are provided, implications are discussed, and recommendations for future research are suggested.

Increasing Accountability: Faculty Perspectives on the English Language Competence of Nonnative English Speakers

Andrade, M. S. — Mon, 26 Jan 2009 09:58:41 PST

The cultural, ethnic, and linguistic diversity of today’s tertiary students necessitates exploring a variety of approaches to support learning. This study reports on a univer-sity’s efforts to understand the teaching and learning of its diverse students—international students who are nonnative English speakers (NNESs). Faculty were surveyed to determine their experiences with NNESs. Findings indicate that faculty think students’ English skills are adequate but could be better. Faculty share their views about having NNESs in the classroom, their approaches for learning support, and possible future forms of institutional support.

German-Algerian University Exchange from the Perspective of Students and Teachers: Results of an Intercultural Survey

Mon, 26 Jan 2009 09:58:41 PST

Academic exchange programs provide students and teachers with the opportunity to study or work temporarily at educational institutions abroad. For exchange programs to be successful in promoting intercultural education, they must be designed with their participants in mind. The present study constitutes an investigation of attitudes and expectations of students and teachers with respect to a German–Algerian university exchange program. Germany and Algeria belong to separate cultural spheres—the Western/European and the Arabic/Islamic—and almost no academic exchange has taken place between them to date. The survey’s four participant groups were German (n = 270) and Algerian students (n = 214), and German (n = 24) and Algerian teachers (n = 43). The study revealed large differences in the hopes and fears that German and Algerian university students and teachers attach to reciprocal academic exchange. The study’s ramifications for the future planning of a German–Algerian university exchange program are discussed.

Foreign Diploma Versus Immigrant Background: Determinants of Labour Market Success or Failure?

Storen, L. A., Wiers-Jenssen, J. — Tue, 06 Jan 2009 11:08:16 PST

This article compares the labour market situation of graduates with different types of international background. The authors look at four groups of graduates: immigrants and ethnic Norwegians graduated in Norway and immigrants and ethnic Norwegians graduated abroad. By employing multinomial logistic regression analyses the authors find that ethnic Norwegians educated abroad face a higher risk of labour market mismatch in terms of unemployment and overqualification than Norwegians graduated domestically. NonWestern immigrants had an even higher risk of unemployment and skills mismatch, regardless of the origin of their education. The results indicate that education from abroad is not fully transferable to a domestic labour market and, in addition, that forms of discrimination against nonWestern immigrants exist.

From Ivory Towers to International Business: Are Universities Export Ready in Their Recruitment of International Students?

Naidoo, V. — Thu, 18 Dec 2008 14:51:30 PST

The main hypothesis examined in this study is that the success of export recruitment strategies of universities is partly determined by their export readiness, defined as a function of market orientation. This article seeks to fulfil both a research and a practitioner gap in the export of education field. There currently exists a lack of research and discussion concerning the business aspects of export education. Suspicion of the commercial aspects of what is essentially a public good is suggested as a possible reason for this absence of research. With the commercialisation of education growing at the phenomenal rate that it currently is, it is largely time that this research gap be addressed. This study provides an important contribution by examining the export readiness of universities, in particular pre-export market orientation, and its impact on subsequent export recruitment performance.

Deepening Learning and Inspiring Rigor: Bridging Academic and Experiential Learning Using a Host Country Approach to a Study Tour

Long, S. O., Akande, Y. S., Purdy, R.W., Nakano, K. — Thu, 11 Dec 2008 15:30:49 PST

American students are increasingly incorporating study in a foreign country into their college educations, but many participate in short-term programs that limit their engagement with any more than the superficial aspects of the host culture. This article describes a shortterm study abroad course for American students to Japan in which the authors drew on an "emic" host country model of group travel in an effort to combine high academic standards, personal growth, and deepened engagement with Japanese culture. The authors first consider the history of study tours in U.S. study abroad and then look at an alternative model provided by Japanese school trips. The authors explain the process by which their American students read, research, and work in groups to plan the itinerary for their study tour. The final section reports on their preliminary evaluations of the program and their plans for future excursions sponsored by the East Asian Studies program.

Online Discussion: Can It Help International Students Ease into British University Life?

Skinner, B. — Thu, 11 Dec 2008 15:30:49 PST

International students arriving at UK higher education institutions often find the first stage of the period of transition from home to British university difficult. Research has shown that the difficulties relate to finding themselves in a new culture. This University of Ulster project encouraged them to explore their feelings by participating in a series of online WebCT discussion tasks during their 6week presessional programme with the aim of helping to mitigate any disabling effects of arriving in a new country.

The article found that virtual contact did not help students to openly express their thoughts by producing comments at an emotional level; that supportive friendships can be built across cultures as well as in conational groups and that the provision of direct advice on practical and physical problems indirectly brought emotional benefits therefore helping students to manage this time of transition more effectively.

Global Citizenship, Global Health, and the Internationalization of Curriculum: A Study of Transformative Potential

Hanson, L. — Fri, 22 Aug 2008 10:38:00 PDT

Social transformation models of internationalization suggest the need for radical reform to curricula to foster engaged global citizenship, yet little is written depicting how individual courses and their instructors might support such reform. This article stems from and explores philosophical, pedagogical, institutional, and curricular issues related to that challenge. The article reports on a 6-year outcome evaluation of the impact and transformative potential of two interdisciplinary global health courses taught using transformative pedagogies. Results of the evaluation show promise that this model of internationalized curricula can foster personal transformation and global citizenship while creating bridges of understanding between local and global health issues. The course pedagogy may hold keys to increasing potential for social transformation through the process of internationalizing curriculum.

Changes and Challenges in the Flow of International Human Capital: China's Experience

Pan, S.-Y. — Thu, 14 Aug 2008 14:52:23 PDT

This article tracks the changes in the directions of the international flow of Chinese human capital between the 1870s and 2000s. Although many studies on international academic flow adopt the pull-and-push approach, this article argues that the direction of human capital flow is not determined solely by an individual’s choice when faced with a pulling or pushing force; it can also be affected by people’s psychocultural perception of overseas study, the international relations between host and source countries, the nation state’s higher education policy, and social changes in both the domestic and the global contexts. China’s experience exemplifies the potential of a developing country’s success in influencing the distribution of internationally mobile students and in altering its status in the world system from that of a country on the periphery to that of one approaching the core.