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dc.contributor.advisorKoyama, Jill
dc.contributor.authorMarei, Mahmoud Sayed Mahmoud
dc.creatorMarei, Mahmoud Sayed Mahmoud
dc.date.accessioned2018-06-19T19:12:46Z
dc.date.available2018-06-19T19:12:46Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10150/628001
dc.description.abstractInternational educational migration continues to increase (OECD, 2016). After the Second World War, student migration was predominantly unidirectional, from developing countries, to the core nations (Altbach, 2004). Recent studies, however, show that there is a shift in this migration patter due to the emergence of regional educational hubs (Jon, Lee, & Byun, 2013; Lee, 2014). Previous research has examined some educational hubs around the globe (Cantwell & Lee, 2009; Jon et al., 2013; Kondakci, 2011; Lee & Sehoole, 2015) but there is dearth of information on this significant trend in North Africa and the Middle East. Egypt was chosen for this study because it attracts the highest number of international students in the region (Huisman, Adelman, Hsieh, Shams, and Wilkins, 2012). Our study explores international student “orientations”—dispositions, experiences and expectations—toward studying in Egypt (Cantwell, Luca, & Lee, 2009). Data collection included twenty-three semi-structured interviews with international students from sixteen different countries attending three Egyptian universities, and examination of pertinent books and documents. The decision-making process of international students to study abroad varied by students’ degree choice. All regional and non-regional international undergraduate students chose the host country, Egypt, before the institution. Non-regional international graduate students gave selection of institution, host country, and the critical time in Egypt’s history as responsible for their choice. Reasons for selecting Egypt as a host nation included its historical, social, cultural, and educational significance and the perception that Egypt is a safe country in which to live, study, and travel, safer than other countries in the region. The study also provides evidence that students’ region of origin, degree program, and institution attended mattered in their international educational experience. For instance, regional international students sensed neo-national sentiments within their institutions. It was also evident that degree-seeking, regional and non-regional international graduate students considered attaining a degree from Egypt superior to earning the same degree from their home countries. Finally, the study also offers recommendations for policy practices for the betterment of international student experiences in Egypt.en_US
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectbrain drain/circulationen_US
dc.subjecthigher education in Egypten_US
dc.subjectinternational student mobilityen_US
dc.subjectinternational students’ orientationsen_US
dc.subjectregional educational hubsen_US
dc.titleInternational Student Mobility in Africa: The Case of Egypten_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberRhoades, Gary
dc.contributor.committeememberLee, Jenny
dc.contributor.committeememberLopez, Francesca
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Leadership & Policyen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-19T19:12:47Z


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