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Partial, hierarchical and stratified space? Understanding 'the international' in studies of international student mobility.

• Authors : Brooks, Rachel¹ ; Waters, Johanna²

• Source: Oxford Review of Education. Aug2022, Vol. 48 Issue 4, p518-535. 18p.

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'Shi men' as key doctoral practice: understanding international doctoral students' learning communities and research culture in China.

• Authors : Dai, Kun¹ ; Elliot, Dely Lazarte²

• Source: Oxford Review of Education. Oct2023, Vol. 49 Issue 5, p588-603. 16p. 1 Chart.

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The agony of university choice: Broaden horizons, expand participation?

• Authors : Weisser, Reinhard A.¹

• Source: Oxford Review of Education. Apr2023, Vol. 49 Issue 2, p229-246. 18p. 1 Diagram, 4 Charts, 2 Graphs.

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Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility

• Authors : Johanna Waters; Rachel Brooks

Subjects: Education

• Source: Oxford Review of Education. 48:518-535

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The Policy Implications of the Global Flow of Tertiary Students: A Social Network Analysis

• Authors : Yin, Ming; Yeakey, Carol Camp

Subjects: Social Networks; Network Analysis; Political Power

• Source: Oxford Review of Education. 2019 45(1):50-69.20

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School Effects and Ethnic, Gender and Socio-Economic Gaps in Educational Achievement at Age 11

• Authors : Strand, Steve

Subjects: Socioeconomic Influences; Gender Differences; EthnicityUnited Kingdom (England)

• Source: Oxford Review of Education. 2014 40(2):223-245.23

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Choosing and Changing Schools in India's Private and Government Sectors: Young Lives Evidence from Andhra Pradesh

• Authors : James, Zoe; Woodhead, Martin

Subjects: Foreign Countries; Private Education; Public EducationIndia

• Source: Oxford Review of Education. 2014 40(1):73-90.18

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Examinations and Educational Opportunity in China: Mobility and Bottlenecks for the Rural Poor

• Authors : Hannum, Emily; An, Xuehui; Cherng, Hua-Yu Sebastian

Subjects: Economic Status; Economically Disadvantaged; Educational AttainmentChina

• Source: Oxford Review of Education. Apr 2011 37(2):267-305.39

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