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2024 | OriginalPaper | Chapter

6. Discussion and Conclusion

Authors : Sascha Krannich, Uwe Hunger

Published in: Student Migration and Development

Publisher: Springer Fachmedien Wiesbaden

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Abstract

Overall, the study has demonstrated the great potential of international student migration and the work of KAAD in development cooperation. The study has shown that international students contribute to the development of their country of origin in many different ways. The transfer of knowledge and ideas is certainly one of the most important ways in which (former) international students contribute to development in their countries of origin. As we have seen, they often also act as multipliers: as researchers they introduce new research and teaching methods and pass them on to their students, as doctors they invite colleagues from their countries of origin to Germany and train them here, as entrepreneurs they break new grounds and create new jobs for their fellow citizens. In addition, alumni also contribute to the development in Germany, in the economy, in the health sector or in the university system.

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previous chapter Results: After Graduation
Footnotes
1
On migration and social differentiation, see Bommes 2003.
 
2
Interestingly, a similar bioprotectant for cocoa plants had already been developed almost 20 years ago by a KAAD alumnus, but at that time it had not yet gained acceptance among cocoa farmers.
 
3
These include the funding programme “Partnerships for Sustainable Solutions with Sub-Saharan Africa. Measures for Research and Integrated Postgraduate Education and Training”, which promotes cooperation between German universities and partners in Africa, or the “African Good Governance Network” (AGGN), which supports the training of future African leaders in Germany. Similar DAAD programmes also exist for countries in the Middle East and Far East (DAAD 2018b).
 
4
Moreover, not all universities are aware of the specific developmental significance of international student migration or the KAAD.
 
5
In the 2016/17 academic year, most foreign students – international students with a foreign nationality and a higher education entrance qualification obtained abroad – came from China (34,997), followed by India (15,308), Russia (11,295), Austria (10,575), Italy (8550), Cameroon (7425), France (7335) and Iran (6939) (DAAD/DZHW 2018).
 
6
For further studies on international student migration, see Findlay et al. 2005, 2012; Geddie 2010; DAAD 2011; Bessey 2012; Ong/Chan 2012; Tejada 2013; Bijwaard/Wang 2013; Leung/Waters 2013; Basford 2014; Beech 2014; Beine et al. 2014; Ghimire/Maharjan 2014; MacGregor 2014; Roth 2014; Efionayi/Piguet 2015; Freisleben 2015; Guissé/Bolzman 2015 and Kritz 2015.
 
7
In Baden-Württemberg tuition fees of 1500 euros were introduced for students from non-EU countries in the winter semester 2017/18.
 
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Metadata
Title
Discussion and Conclusion
Authors
Sascha Krannich
Uwe Hunger
Copyright Year
2024
Book
Student Migration and Development

Print ISBN: 978-3-658-43124-2

Electronic ISBN: 978-3-658-43125-9

Copyright Year: 2024

DOI
https://doi.org/10.1007/978-3-658-43125-9_6

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