Internationalization at Universities of Applied Sciences in Switzerland: The Meaning of Inclusion for Student’s Success
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
22.11.2018
Typ der Arbeit
Studiengang
Typ
06 - Präsentation
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Themenheft
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Verlag / Herausgebende Institution
Verlagsort / Veranstaltungsort
London
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Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Internationalization of students is part of the agenda of many universities worldwide. But how well do universities of Western countries such as Switzerland achieve to attract and successfully educate male and female students of migrant background by an inclusive culture? This contribution aims on analyzing the effects of the Swiss university environment on access and outcomes of migrant students, and from a gender sensitive perspective.
Social selectivity and gender inequalities in students’ access and success in higher education characterize universities of many countries. However, the complex interaction between the university context on the one side, and individual resources and characteristics of male and female migrant students on the other get rarely analyzed with respect to equity. Starting from an intersectional perspective, this contribution addresses formal/informal factors of inclusion in the university environment. As informal factor, especially inclusiveness is analyzed in its effects on male/female students anticipated study success.
The paper starts from a Swiss online-survey on students’ perception of formal/informal aspects of the university environment (N=17549) conducted in 2018. Results highlight the complex interplay of gender, migrant background and further aspects of social differentiation on students’ perception in different fields of education. In their admission requirements, the universities seem to address male students without a migration background more strongly. It also shows that the majority of Swiss and migrant students assess their academic success positively and also perceive the diversity climate as predominantly integrative. Nevertheless, students with a migrant background perceive the diversity climate as significantly worse and also rate their academic success significantly worse. This means that universities are called upon to (further) develop strategies for an integrative climate.
Schlagwörter
gender and migration, higher education, internationalization, success
Fachgebiet (DDC)
150 - Psychologie
Veranstaltung
5th Annual Global Equality & Diversity Conference & Awards Driving up Equality – Building Inclusion
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Publikationsstatus
Veröffentlicht
Begutachtung
Keine Begutachtung
Open Access-Status
Lizenz
Zitation
SCHMID, Birgit, 2018. Internationalization at Universities of Applied Sciences in Switzerland: The Meaning of Inclusion for Student’s Success. 5th Annual Global Equality & Diversity Conference & Awards Driving up Equality – Building Inclusion. London. 22 November 2018. Verfügbar unter: https://doi.org/10.26041/fhnw-1600