Access for Refugees into Higher Education: A Review of Interventions in North America and Europe

Autor/inn/en	Streitwieser, Bernhard; Loo, Bryce; Ohorodnik, Mara; Jeong, Jisun
Titel	Access for Refugees into Higher Education: A Review of Interventions in North America and Europe
Quelle	In: Journal of Studies in International Education, 23 (2019) 4, S.473-496 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Streitwieser, Bernhard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318813201
Schlagwörter	Refugees; Access to Education; Higher Education; Barriers; International Education; Intervention; Program Effectiveness; Humanism; Sociocultural Patterns; Political Influences; Economic Factors; Educational Policy; Evidence Based Practice; Program Development; Program Evaluation; Cross Cultural Studies; Foreign Countries; Blended Learning; Accreditation (Institutions); Online Courses; Program Descriptions; Scholarships; Credentials; Educational Attainment; Information Sources; North America; Europe + Suchen Sie Ihr Suchwort? Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Humanismus; Soziokulturelle Theorie; Political influence; Politischer Einfluss; Ökonomischer Faktor; Politics of education; Bildungspolitik; Programmplanung; Programme evaluation; Programmevaluation; Cultural comparison; Kulturvergleich; Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Online course; Online-Kurs; Scholarship; Stipendium; Studienbuch; Bildungsabschluss; Bildungsgut; Information source; Informationsquelle; Nordamerika; Europa
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01