Student perspectives on international education: a European dimension

• Published in: Oxford review of education Vol. 23; no. 4; pp. 459 - 478
• Main Authors: Hayden, Mary C, Thompson, Jeff J
• Format: Journal Article
• Language: English
• Published: Oxford Taylor & Francis Group 01.12.1997; Carfax Publishing; Carfax Publ. Co; Taylor & Francis Ltd
• Subjects: Advanced Placement Programs; Befragung; Bildungsforschung; British culture; College Students; Comparative Education; Countries; Curricula; Education; Educational Environment; Educational Ideologies; Educational Research; Europe; Europäische Schule; Europäische Union; Foreign Countries; Foreign Students; High School Students; High Schools; International Education; International Schools; International students; Internationale Erziehung; Internationale Schule; Lernziel; Multilingualism; Questionnaires; Regional Differences; Schüler; Second language learning; Secondary Education; Secondary school students; Sprachkompetenz; Student Attitudes; Student diversity; Student Surveys; Teenagers; Welt
• DOI: 10.1080/0305498970230403
• ISSN: 0305-4985

As a contribution to research in the field of international education, this study investigated the views of a number of 18-year-old students based in 'international' schools around the world. In considering responses with a view to identifying the key features of such an education from the student perspective, the views of students at six of the European Union-funded European Schools were analysed and compared with those of students at international schools both within Europe and in the rest of the world. Results showed, in some areas, marked differences in what is valued by European School students and what is valued by students at international schools: in other areas there were no differences at all, suggesting support for the argument that there are a set of 'universals' valued by international students worldwide. In still other areas there were clear similarities in responses of students at schools within Europe (European Schools and international schools), which were different from those from students at international schools outside Europe, suggesting a possible European geographical/cultural effect. Results highlight interesting distinctions between the different types of school, and suggest areas for future research.