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.

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.

Higher education has been a source of opportunity and achievement for migrants and refugees around the world. It has provided them with the tools and knowledge to pursue careers and build lives in their new communities, but it has also made them targets for discrimination. Colleges and universities are often ill-equipped to address the unique educational needs of their diverse student populations, and many times, the very institution that was meant to be a safe haven for them becomes their greatest barrier to success. Today, we are witnessing a crisis of higher education for migrants and refugees. Global Perspectives on the Difficulties and Opportunities Faced by Migrant and Refugee Students in Higher Education focuses on the formal and informal educational opportunities that are available to migrant students, as well as the barriers that prevent them from fully accessing these opportunities. The book also discusses how the experiences of migrant and refugee students in higher education have evolved and the impact that this evolution has had on their educational experiences. Finally, the book considers the ways in which higher education institutions have responded to the educational needs of migrant and refugee students and the role that the education industry has played in this response both formally and informally. Covering key topics such as immigration, educational needs, and displaced students, this premier reference source is ideal for administrators, policymakers, scholars, researchers, academicians, practitioners, instructors, and students.

This book draws from the voices of students and those who educate them to reveal the unique issues faced in the quest to access higher education in order to provide a greater understanding of the complex phenomenon of international migration and its intersection with higher education. Higher Education in the Era of Migration, Displacement and Internationalization examines how higher education institutions globally can improve to meet the needs of displaced people, refugees, migrants, and international students. Examining relevant policy, leadership, programs, and services that equitably meet diversified students’ needs, this book examines how institutions can increase access, participation, and success. The chapters present cutting-edge scholarship that tie the existing body of knowledge on international migration for higher education to ways that institutions of higher education can assist the formation of relevant policy towards displaced groups around the globe. Through students’ voices from different nations as well as global policy analysis, the book exemplifies how different higher education institutions are widening access pathways for atypical students. This book is essential reading for scholars, policy-makers, and communities of practitioners. It offers a greater understanding of the complex phenomenon of international immigration and its intersection with higher education. By transcending national policy analysis, it extends the subject of refugee and migration studies to a wider audience.

This book takes a closer look at the relation between current issues and trends in higher education and scientific research in the Arab World and in the Gulf Cooperation Council (GCC) states of Qatar and United Arab Emirates (UAE). This thoroughly researched text traces the development of higher education in the GCC area as it continues to be positioned in an intersection of international and local factors. The text further articulates the pivotal political and cultural influences that act as real and perceived barriers towards the advancement of key fields. The chapters analyze the current policy trends, structures, and coping alternatives in addressing higher education challenges, whilst also providing comparative first-hand texts with the other Arab states in the region. By drawing focus on the GCC area, the text identifies the crucial factors that hamper learning and research performance. The book serves as an invaluable discussion on the implications for policy makers and HEIs in relation to the eponymous regions and other Arab states in the GCC area. Enhancing understanding of the scope, scale, and complexity of higher education and scientific research in the GCC area, the book will be of interest to academics, researchers, and post-graduate students in the fields of educational policy, comparative and international education and higher education.

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.

Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration. Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence. Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.