СИСТЕМА ОБРАЗОВАНИЯ И СОЦИАЛЬНОЕ НЕРАВЕНСТВО: АНАЛИЗ ЗАРУБЕЖНЫХ ПОДХОДОВ К ИССЛЕДОВАНИЮ ПРОБЛЕМЫ

In the context of deepening globalization, accelerating the internationalization of higher education is the core development mission and important development mode of higher education today. This study investigates the impact of university presidents’ international education experience on the associated Chinese institutions’ internationalization. Based on imprinting theory, we argue that international education experiences received during sensitive periods leave an imprint on presidents concerning overseas countries, which may further impact their cognitive structures, enabling them to make strategic decisions conducive to international expansion. We manually collected multidimensional data from 868 Chinese general higher education institutions (HEIs) and 1,863 university presidents between 2001 and 2017. The results reveal that university presidents’ international education experiences significantly enhance the level of internationalization in HEIs. Additionally, when the country where presidents obtained international experiences has a closer cultural distance to China or the government in the location where presidents serve shows greater attention to higher education, can strengthen the positive impact of presidents’ international experiences on HEIs internationalization. This study makes important theoretical contributions to leadership literature, internationalization of higher education literature, and imprinting theory. It also has practical significance for the development and promotion of university presidents.

Quantitative Aspects of the Economic Growth of Nations: VIII. Distribution of Income by Size

Purpose. The purpose of this study was to determine the impact of an international education experience on participants’ self-perceived personal growth, international perspective, and intellectual development using a modified version of the International Education Survey (IES). Method. Seventy-one participants, representing occupational therapy practitioners and students from multiple universities, completed the survey. Results. Mean scores were highest for impact in the area of International Perspectives (M= 5.32), followed by Personal Development (M=4.65), and Intellectual Development (M=4.05). Additionally, 100% of the participants responded that all university students should be encouraged to engage in international education experiences (M=6.66). Qualitative comments related to the impact of their experiences revealed increased awareness and appreciation for cultural differences, a feeling of personal growth, and a reshaping of both personal life priorities and professional responsibilities. Study limitations include the relatively small sample size, variability of length of participants’ international experience, as well the variability in the number of immersion experiences reported. Conclusions and Recommendations. Engaging students in international immersion experiences during academic preparation had a positive impact on participants’ self-perceived cultural competence. Future research should explore the impact of the length of time and number of international experiences on practitioners’ perceptions of cultural competence as well as the impact of immersion experiences on professional practice.

PurposeThe inequalities emerging from AI development have garnered significant attention. From the perspective of AI’s dynamic development, this study aims to explore the relationship between AI and income inequality as well as the moderating role of education level on this relationship.Design/methodology/approachWe use panel data on 274 cities in China from 2012 to 2021 and calculate the AI development index using the entropy method. Then we employ a regression model with two-way fixed effects for analysis.FindingsThe results indicate a significant U-shaped relationship between AI and income inequality, with the turning point occurring at an AI development level of 0.112. Specifically, when the AI development level is below 0.112, AI tends to narrow income inequality; while above this threshold, it progressively exacerbates income inequality. Education exerts a significant negative moderating role in this relationship, with higher education levels shifting the U-shape to an inverted U-shape.Originality/valueFirst, we develop a multidimensional indicator system to measure AI development, addressing the limitation of a single indicator in existing research. Second, we analyze AI’s dynamic trajectory and its relationship with income inequality across different stages. More importantly, we introduce education as a moderating variable, a factor overlooked in prior research that can mitigate the income inequality. This study provides direction for future research on AI and social inequality in various contexts and offers empirical evidence to help policymakers regulate AI through improved education levels.

Editor—In their editorial Davey Smith et al welcome the report of the independent inquiry into inequalities in health but criticise it for not sufficiently tackling the underlying causes of health...

Purpose This study aims to focus on the impact of an international education experience (IEE) on the development of intercultural effectiveness. It offers a starting point for further research by specifying a construct definition and an empirical measure of intercultural effectiveness that is multi-dimensional and analyzing the causal relationship between these dimensions and IEEs. Specifically, the research question is “Is there a positive and significant relationship between participating in IEEs and changes in students’ intercultural effectiveness?”. Design/methodology/approach The authors adopted a quasi-experimental design approach involving 290 students divided into a control group (students not participating in IEEs) and a treatment group (students participating in IEEs) with measurement both before and after students were afforded the opportunity to participate in IEEs. This study analyzed this longitudinal data set by means of bootstrapped multivariate analysis of variance. Findings This study found that four competencies associated with intercultural effectiveness increased over time, whether or not students participated in IEEs. However, one competency demonstrated a positive causal relationship with IEEs – global mindset, defined as the degree to which one is interested in and seeks to actively learn about other cultures and the people in them. Research limitations/implications The findings of this study make three contributions. First, by acknowledging that intercultural effectiveness is a multidimensional construct (Richter et al., 2023), the authors identify what may be developed as part of a general undergraduate educational process and which dimensions are more likely to be affected by participation in an IEE. Second, the authors confirm the direct applicability of Mezirow’s theory of transformative learning in explaining the impact of IEEs by showing the positive impact of new cultural experiences on a learner’s mindset. Third, the identification of global mindset as a dimension positively affected by IEEs suggests such experiences are a mechanism for effectively developing one of the key elements of intercultural effectiveness. Practical implications The findings justify institutional investment in IEEs as a key driver of intercultural effectiveness, which aligns with broader goals in higher education, such as producing globally competitive graduates. Universities might promote IEEs as a core component of general education requirements or emphasize them in recruiting strategies. Given the critical importance of global mindset for leadership, problem-solving and cross-cultural collaboration, career services can highlight the role of IEEs in fostering globally minded graduates to potential employers. Originality/value The objective of this research is to inform curriculum design as well as encourage continued investment in international education.

Globally, and within the United States, we continue to progress toward a more diverse and inclusive culture. This fact is perhaps reflected nowhere better than in the public school system in the United States, where, by 2029 (NCES, 2020), non-white students will outnumber white students in classrooms. The challenges that the current system of education confronts in ensuring equitable access and equal achievement are also well-documented (Darling-Hammond, 2015). A key component in the re-shaping and development of a more equitable and inclusive system are the pre-service teachers enrolled in our college and university teacher preparation programs across the country. As we prepare for the diverse classrooms of the future, we need to prepare the teachers of the future to not only be able to teach all students but to also have the cultural competencies to ensure the same access and opportunities are provided to all students. It has been well documented (Cunningham, 2015; Lupi & Turner, 2013) that international education experiences, or international field experiences, have a positive effect on both the professional development and cultural competencies of pre-service teachers. Across a wide range of performance outcomes, pre-service teachers with international field experiences are better equipped to enter the field (DeVillar & Jiang, 2012) and may even persist longer in the profession (Egeland, 2016). However, not all international experiences provide the same positive outcomes. In this book, we will explore the importance of developing culturally competent educators in the United States education system, the research that supports the benefits of international education experiences, and how to develop effective international education experiences that will prepare pre-service teachers for the classrooms of the next decade and beyond.

Building on the well-established stylised fact that entrepreneurs’ international experience is a key driver of start-ups’ internationalisation, we draw on the competence-based view of the firm to theorise that the type of international experience, i.e. work vs. education, and its length, long term vs. short term, influence the target market of the international opportunities pursued, i.e. Business to Consumer (B2C) vs. Business to Organisation (B2O) markets. We test our theoretical framework on 1,034 young innovative companies created in Italy and show that entrepreneurs’ international education and long-term experience have a greater positive impact on the likelihood of targeting foreign B2C customers than foreign B2O customers. Furthermore, international work experience similarly affects the likelihood of targeting both types of foreign customers. Our findings provide a more nuanced understanding of how entrepreneurs’ international human capital-enhancing activities, stemming from different personal experiences, influence the internationalisation dynamics of their innovative start-ups.

Background and Purpose. Many physical therapists (PTs) will encounter patients from various cultures and backgrounds during their careers. A challenge to professional (entry-level) PT curricula is to prepare its graduates for practice in a rapidly changing society in a shrinking world. Nursing and medical curricula have investigated the benefits of international clinical education programs to their students. No research in this area was found in the physical therapy literature. The purpose of this study was to investigate the perceived impact of a 1-week physical therapy clinical education experience in Jamaica on the student participants. Subjects. The participants were 8 third-year students in the professional Doctor of Physical Therapy (DPT) degree program of Arcadia University's class of 2002. Methods. Individual responses to an e-mailed open-ended questionnaire served as the foundation for the focus group discussion in which all eight students participated. The focus group was conducted an average of 5 months after the international experience. Data from the transcribed focus group led to the development of a conceptual model. Categories and themes emerged from additional qualitative analysis of the data. Results. Students perceived benefits of participation in an international clinical education program in four categories: an expanded world-view, an expanded view of physical therapist practice, changes within themselves, and changes within themselves in the role of PT student. Discussion and Conclusion. Results of this study agree with several findings from the nursing and medical literature concerning the perceived benefits of an international educational experience. Physical therapist students appeared to perceive that an international clinical education experience has important, broadening, and lasting benefits to them as professionals, individuals, and members of a global society.

Aims: Research is scarce regarding studies on income and educational inequality trends in cardiovascular disease in Sweden. The aim of this study was to assess trends in educational and income inequalities in first hospitalizations due to cardiovascular disease (CVD) from 1993 to 2010 among middle-aged women and men in Northern Sweden. Methods: The study comprised repeated cross-sectional register data from year 1993-2010 of all individuals aged 38-62 years enrolled in the Västerbotten Intervention Programme (VIP). Data included highest educational level, total earned income and first-time hospitalization for CVD from national registers. The relative and slope indices of inequality (RII and SII, respectively) were used to estimate educational and income inequalities in CVD for six subsamples for women and men, and interaction analyses were used to estimate trends across time periods. Results: Educational RII and SII were stable in women, while they decreased in men. Income inequalities in CVD developed differently compared with educational inequalities, with RII and SII for both men and women increasing during the study period, the most marked for RII in women rising from 1.52 in the 1990s to 2.62 in the late 2000s. Conclusions: The trend of widening income inequalities over 18 years in the middle-aged in Northern Sweden, in the face of stable or even decreasing educational inequalities, is worrisome from a public health perspective, especially as Swedish authorities monitor socioeconomical inequalities exclusively by education. The results show that certain social inequalities in CVD rise and persist even within a traditionally egalitarian welfare regime.

Purpose This paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences. Design/methodology/approach The study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes. Findings The study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world. Research limitations/implications One of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable. Practical implications The practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship. Social implications The social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world. Originality/value The case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.

Over the past four decades, researchers have used different theoretical and methodological approaches to study social inequalities in health, so the aim of this study is to analyze the main approaches to studying social and socio-economic inequalities in health: materialist (based on income), psychosocial (based on social inequalities), cultural and behavioral (based on health / lifestyle behaviors) and intersectional (used to identify social inequalities in health among many social groups appear at the intersection between different identities of the individual). There are also the fundamental cause theory, in which SES and social class are defined as the "fundamental cause" of health, disease, disability and death, and the life-course theory covering all the models that explain health inequalities within research of social inequalities in health. Social inequalities in health are understood as differences in health between social groups based on such social determinants as gender, age, income, level of education, occupation, employment / unemployment, marital status, presence of children in the family, living conditions, place of residence, etc., which are reproducing over the time. Social inequalities in health are unjust, so in civilized societies governments tackling social inequalities in health. Health equity means that everyone should be able to reach their full potential in health. Health equity is not the same as health equality, because those who have greater needs but fewer resources need more support to equalize opportunities. Empirical studies, including those conducted in Ukraine, have shown the relationship between different social and economic determinants and health inequalities and have confirmed the existence of social inequalities in health among different socio-economic and demographic groups.

Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates’ experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates’ development as emerging culturally responsive teachers by 1) developing a broader conceptualization of culture, 2) developing a new frame of reference on the relationship between culture and classroom learning environments, 3) developing empathy and understanding, and 4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs.

Internationalization is a growing priority for professions, universities and governments around the globe. This has led to increased numbers of health and social care students participating in international practice education experiences. This study identifies enablers and challenges to participation in international practicum education through a case study. The case involves one occupational therapy programme and its international partners, and investigates the perspectives of students, university personnel and preceptor stakeholders. Challenges included: lack of financial support, limited placement availability, and procedural complexity. Enablers included: external financial support, champions for the concept, international connections, and access to the appropriate communication technology. Practical insights that may be relevant for enabling student participation in international education experiences are highlighted.

Global participation in international education in the last two decades has increased exponentially.International students face difficulties in adjusting to the culture of their host country due to their unique needs (Bertram, Poulakis, Elsasser & Kumar, 2014). This article presents themes comprising the international education phenomenon involving the experiences of East Asian international students in English-speaking countries. The literature reviewed for this article pertains to many aspects of international education, covering the factors that influence the decision to embark on the international education journey to the adjustment experienced by students to the host culture. The authors suggest that the international education experience is comprised of four dimensions: structural, linguistic, internal, and external. We also posit that Confucianism, which many East Asian students follow, influences not only the psycho-social dimension of the international education experience but also their instructional preferences within the structural dimension. We further contend that students’ actual and perceived proficiency (or the lack thereof) in the host country’s language greatly shapes all aspects of thestudent’s international education experience, which then determines the degree of acculturative stress involved and plays a key role in each of the three dimensions. Because of the anticipated continued growth in the number of international students from EastAsia attending higher education institutions in English-speaking countries such as the United States, Australia, Canada, and parts of Africa, it is important to examine how each of the dimensions proposed impact each other. Approaching the study of the international education experience one dimension at a time, as many scholars have done, does not completely address all of the unique needs of international students. We suggest that research in this area be conducted holistically by exploring the ecology surrounding the international student. Taking this ecological approach will help clearly definethe role that home and host countries and host higher education institutions must take in serving theinternational students well.