This book takes a critical and historical perspective in parsing the current state of play for refugee and immigrant students in Germany, addressing federal, state, and institutional innovations as well as gaps in service. Drawing from de/post/anticolonial theory, it considers the levels of support for diverse groups including migrants, refugees, and racialized Germans, investigating why a comparatively well-resourced higher education system has, to date, selectively invested in the support of some marginalized groups. It calls for the reconsideration of policy and programmatic support, drawing from emerging best practice across states and higher education institutions (HEIs). Using historical analysis, federal and state level policy documents, institutional equal opportunity plans and student-facing websites, reporting, and first-person-accounts of marginalized students both prospective and enrolled, this critically oriented work interrogates how and why the world’s fourth largest economy – and its primarily public higher education system – have failed to engage systemic change with an eye towards addressing mechanisms of exclusion including racialization and xenophobia. It concludes with a consideration of possible policy interventions supporting these minoritized student groups who are essential not only to German learning and economy, but also to the rebuilding of conflict states. This volume will appeal to researchers, scholars, and practitioners working across comparative and international higher education, crisis education, and education in emergencies, as well as diversity specialists.

This edited volume addresses critical issues surrounding higher education access for students of refugee backgrounds. It combines a variety of theoretical and methodological perspectives on the challenges, opportunities, experiences and expectations of refugee students, as well as some of the institutional frameworks that facilitate their access to higher education. Following a critical discussion of the notion of ‘integration’, the team of authors who are made up of academics and refugee students critically investigate higher education as an objective of as well as a means to greater inclusion and integration.

This book discusses digital learning opportunities in higher education for refugees with different educational, social, cultural and linguistic backgrounds. Based on findings from practical studies and research projects from several countries, the book highlights the numerous challenges when it comes to the successful integration of refugees into higher education. These challenges arise at both the individual and the institutional level. The contributions included in this book show how these challenges can be effectively met using digital teaching-learning platforms. The work thus offers a comprehensive insight into the opportunities online-based learning platforms offer regarding the successful integration of refugees into higher education Overall, the research presented in this volume is relevant for political stakeholders, university practitioners in the field of migration research, university research, and online and digital learning.

This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.

Refugees and Higher Education provides a cross-disciplinary lens on one American university’s approach to studying the policies, practices, and experiences associated with the higher education of refugee background students.

This book informs readers of theory, policy and practice of refugee and migrant equitable access to higher education, especially indicating how policy makers, educational leaders and practitioners can support refugees, asylum seekers, and other migrants' inclusion in higher education institutions in the global world.

Includes statistics.