Book Review of "Student Mobilities, Migration and the Internationalization of Higher Education"
Bibliographic record
Abstract
Current research investigating international student mobility tends to focus on economic factors and government policies.Student Mobilities, Migration and the Internationalization of Higher Education departs from this trend by looking at internationalization of higher education from students' perspectives.Drawing on case studies of international student mobility from East Asia, mainland Europe, and the UK, the authors have developed a strong analysis on the relationship between the internationalization of higher education and the understanding of student mobility.Informed by key conceptual ideas and discourses associated with employability, cultural capital, social reproduction, and cosmopolitan identities, this book is a timely investigation of the changing patterns of international student mobility.With the majority of educational research examining student flow from countries in East and Southeast Asia to Anglophone destinations, the authors take a unique position by considering the perspectives of students who come from continental Europe and the UK.According to the authors student mobility is changing direction, from inward migration to outward migration for some Anglophone countries.They also point out that countries such as China and India, which used to be "main senders" of students, are now attracting students from overseas.The analysis of the changing nature of student mobility is developed through eight chapters.The introductory chapter highlights relevant literature and explores the link between neoliberalism, globalization, and education.The authors survey literature around highly contested concepts such as neoliberalism and globalization, and suggest that these two terms should be problematized and kept analytically distinct.By clarifying the distinctions between empirical facts, ideology, and the social-imaginary natures of globalization, this chapter also briefly introduces some key conceptual ideas that are explored in more depth in the later chapters.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.007 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.028 | 0.014 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".