International student migration and the European ‘Year Abroad’: effects on European identity and subsequent migration behaviour
International student migration and the European ‘Year Abroad’: effects on European identity and subsequent migration behaviour
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国际学生移民和欧洲“海外年”：对欧洲身份和随后移民行为的影响
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Enric Ruiz
中科院分区：
文献类型：
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作者：
Russell King;Enric Ruiz
本文首先提请注意缺乏文献的人口地理学的国际学生迁移，或ISM。然而，学生是全球和欧洲人口流动，特别是高技能流动的重要因素。这项研究是在欧洲内部ISM的背景下设置，并专门着眼于“国外经验一年”，这是在过去15年来一直由伊拉斯谟和苏格拉底计划补贴。经验数据来自2000-01年对苏塞克斯大学三组学生进行的问卷调查。主要的调查是一个大型的邮政调查，毕业生谁花了一年的国外（YA）在另一个欧洲国家作为他们的苏塞克斯学位的一部分。这份问卷的目的是测试两套假设：首先，青年A给了学生/毕业生更多的“欧洲”的身份或意识，并对欧洲问题有更深入的了解;其次，青年A毕业生将更有可能追求他们随后的职业生涯/移民路径在欧洲大陆。这些假设进行了测试对苏塞克斯大学毕业生谁没有在YA，匹配的学位类型和毕业时间的对照样本。第三个样本进行了二年级的本科生即将开始他们的YA，以测试前和后YA的观点。结果大致证实了研究假设，尽管有各种细微差别和结果。版权所有© 2003年约翰威利父子有限公司。
This paper first draws attention to the scant literature in population geography on international student migration, or ISM. Yet students comprise an important element in global and European population mobility, especially of highly skilled movements. This study is set within the context of intra-European ISM and looks specifically at the ‘Year Abroad experience’ which has been subsidised over the past 15 years by the Erasmus and Socrates programmes. Empirical data come from questionnaire surveys to three groups of University of Sussex students, surveyed during 2000–01. The main survey was a large postal survey to graduates who had spent a year abroad (YA) in another European country as part of their Sussex degree. This questionnaire was designed to test two sets of hypotheses: firstly that the YA had given students/graduates a more ‘European’ identity or consciousness, and a greater insight into European issues; and secondly that YA graduates would be more likely to pursue their subsequent career/migration paths in continental Europe. These hypotheses were tested against a control sample of Sussex graduates who had not been on a YA, matched by degree type and time of graduation. A third sample was undertaken with second-year undergraduate students about to embark on their YA, in order to test pre- and post-YA perspectives. The results broadly confirm the research hypotheses, although with a variety of nuances and outcomes. Copyright © 2003 John Wiley & Sons, Ltd.