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Educational Reforms in West Africa: Push and Pull Factors Analysis of Student Mobility in Ghana, Nigeria, and the Ivory Coast
No full textThe interconnectivity of global capitals has led to the increasing movements of people across borders for political, social, and economic reasons. However, there has been an increased interest in countries located in the West. This paper focuses on the context of student mobility in West Africa, especially in the countries of the Ivory Coast, Ghana, and Nigeria for a better understanding of students’ attitudes toward pursuing their higher education in Western countries. Drawing from the push and pull theory, the purpose of this study is to explore the drivers of migration intentions among West African students while looking at the student’s responses to the current global reforms. Findings show an increasing number of people migrating toward Western countries for the acquisition of skills, wealth, and educational experiences. The implication of this study illustrates the importance of rethinking the educational system in West African countries for suitable pedagogy and innovative curriculum designs in the region
Wrack Lines Volume 25, Number 2, Fall-Winter 2025-2026
No full textFall-Winter 2025-2026 issue of Wrack Lines explores 40 years of stewardship for Long Island Sound now and into the future, the work of the Long Island Sound Partnership, a pilot project using a new type of diving helmet to broadcast from undersea locations, a survey of public perceptions of the Sound, the life and legacy of former CT Sea Grant Director Edward Monahan, and the aspirations and reflections of recently retired CT Sea Grant Associate Director Nancy Balcom and her successor Jess Brandt
Assessing the international students’ engagement associated with the student government organizations: “Bridging” the gap in Eötvös Loránd University, Hungary
No full textThe growing interest of students in participating in higher education has contributed to several declarations claiming the importance of engagement in university life and university governance. Following this pattern, with more international students on higher education mobility, previous researchers have primarily relied on studying those patterns correlated together. At Eötvös Loránd University (ELTE), the International Strategy Office has conducted quantitative research examining the significant problems that the international students identify at the host institution, focusing on the ways of improvements, and finding out how could international students bridge the gap in a representative body that includes them in the decision-making. We have received permission to analyze the data collected and our findings have indicated the participants’ experiences highlighting their feelings of being different. Additionally, they indicate some strategies for the International Strategy Office to take into consideration, including the alliance to create an international student representative body to bridge the gap between international students and the home students at the host university
Do Micro-level Support Areas Impact International Students’ Perceived Academic Success?
No full textThis study examined the micro-level support areas for international students at a higher education institution (polytechnic) in Canada to determine their perceived academic success using the Bronfenbrenner theory of human development at the micro-level. A quantitative study was conducted to measure the impact of micro-level support areas on international student’s perceived academic success. A target sample of 399 international students was recruited to participate in a hard copy, one on one survey in the 2019 winter semester. The results of this study show that international students’ support areas at the micro-level were strongly related to their perceived academic success. The Canadian government’s strategy and efforts at the federal and provincial/territorial levels of increasing international students’ presence as a way of addressing the aging work force and population challenge would be more successful with increased attention and focus on the micro-level support areas
Institutional Mobility Intentions and Job Satisfaction of Model Minority University Faculties in the United States
No full textThe purpose of this study is to quantitatively understand the institutional mobility intentions and job satisfaction of Asian Female Foreign Faculties (AFFFs) working in colleges and universities in the United States (U.S.) to supplement previous qualitative research focusing on their experiences and perceptions. This study uses 2012–2020 data from the Collaborative on Academic Careers in Higher Education’s (COACHE) Faculty Job Satisfaction Survey. The results show that among both, AFFFs and other foreign faculties, the intention to move from one’s current university is uncertain. AFFFs’ job satisfaction, including their interactions with other faculties, is lower than that of white U.S. citizen faculties and Asian male foreign faculties. AFFFs’ uncertain intentions are related to their lower job satisfaction and adjustment, such as a sense of belonging to the department. These findings add demographical considerations to the theory, explaining the relationship between faculties satisfaction and mobility intentions
Academic Dishonesty in Higher Education
No full textAcademic dishonesty has become a pervasive issue among students, often driven by environmental and social pressures and facilitated by opportunities such as the use of digital devices (e.g., smartwatches) that enable misconduct. The aim of the current study was to examine the associations between academic dishonesty and variables including class attendance, self-efficacy, and the use of digital learning methods. It was hypothesized that academic dishonesty would increase with higher absenteeism, lower self-efficacy, and greater reliance on Zoom lectures and exams. This study was conducted at a single academic institution in Israel, based on an anonymous structured survey completed by 121 participants. Findings revealed that 50% of participants view breaches of academic integrity as acceptable in higher education. Furthermore, students engaging in academic dishonesty often fail to consider the broader implications of their actions for their academic achievements or the integrity of higher education. These findings deepen our understanding of academic dishonesty in higher education and highlight areas for intervention, offering insights for the development of preventive strategies to be incorporated into academic programs