The social integration experiences of international doctoral students at Russian universities [Scholarly Article - Transformation in Higher Education, November 2022]

Titles:

The social integration experiences of international doctoral students at Russian universities

 

Authors: 

Nurudeen Abdul-Rahaman, Evgeniy Terentev & Issah Iddrisu

 

Published:

Transformation in Higher Education, Volume 7, 8 November 2022

https://thejournal.org.za/index.php/thejournal/article/view/206

 

Abstract:

Social integration (SI) plays a critical role in doctoral students’ success. However, SI experiences could differ depending on the characteristics of students and their programmes. The study investigates differences in the SI of doctoral students at Russian universities and identifies the main groups at risk who have more difficulties with SI. To achieve this, the study utilized data from a cross-institutional online survey of doctoral students conducted in 2021 on behalf of the Russian Ministry of Science and Higher Education. A total of 4,454 doctoral students from 249 universities responded to the survey. Findings from the study indicate international students were less socially integrated in terms of having more friends and having problems interacting with others, either in person or remotely. Generally, no clear and significant difference was observed between their experiences and all aspects of social integration analysed in the study. Secondly, international doctoral students (IDS) are divided into groups (groups with low SI scores and groups with high SI scores) and compared them in terms of their subjective assessment of their chances for defence during the normative period of their studies and their overall satisfaction with the doctoral programme. The results for both variables revealed significant differences between IDS and varying degrees of SI. Significantly, the IDS group with a higher SI score reported high chances of defending their dissertation within the normative period of five years. The study concludes by suggesting that that activities that foster informal communication should be implemented and standardized within all departments in Russian universities to properly absorb all doctoral students into the social and academic cultures of their universities.

 

Social Inequality in Dropout from Higher Education in Germany. Towards Combining the Student Integration Model and Rational Choice Theory [Scholarly Article - Research in Higher Education, June 2022]

Title:

Social Inequality in Dropout from Higher Education in Germany. Towards Combining the Student Integration Model and Rational Choice Theory

 

Authors:

Lars Müller & Daniel Klein

 

Published:

Research in Higher Education, 30 June 2022

https://link.springer.com/article/10.1007/s11162-022-09703-w

 

Abstract:

Students from a lower socioeconomic background have a higher risk of dropping out of higher education. The underlying mechanisms of this association between socioeconomic background and higher education dropout are not well understood. Previous research in higher education has followed Tinto’s model of academic and social integration to explain dropout but has largely neglected social inequality therein. In contrast, social stratification research draws on rational choice theory to explain social inequality in educational attainment but has rarely been applied to explain dropout from higher education. In our paper, we combine these two strands of research. Utilizing data from the National Educational Panel Study (NEPS), we draw on a largescale, representative sample of students in Germany to quantify the relative contribution of each theoretical approach for explaining social inequality in dropout from higher education. Binary logistic regression models reveal that both students’ integration and costs-benefit considerations are associated with their dropout risk net of each other. While academic and social integration appears to better predict dropout, rational choice theory accounts for a larger proportion of social inequality therein. We conclude that combining Tinto’s model and rational choice theory provides a more comprehensive perspective of dropouts from higher education and social inequality therein.