국제학생이동의 확산을 통해 본 세계 지식네트워크의 구조적 특성
Structural characteristics of the global knowledge network reflected in the proliferation of international student mobility
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국제학생이동은 지식과 연구의 중심과 주변이 어떻게 연결되고 변화되는지를 반영하여 세계 지식네트워크의 성격을 이해하는 데 중요한 단초를 제공할 수 있다. 이점에 착안하여 본 연구는 OECD와 UNESCO가 제공하는 2016년 학생이동 자료를 활용하여 학위수준별, 그리고 학문분야별 학생이동의 흐름을 사회연결망분석 방법으로 분석하였다. 분석결과 학위수준별 학생이동은 모든 수준에서 미국, 영국, 캐나다, 독일, 호주 등 전통적인 학생이동 중심국가로 집중되고 있었다. 아시아와 남미 지역 국가들의 학생 유출정도가 높았으며 학위수준이 높을수록 다양한 국가로 이동하기보다는 유입중심성이 높은 국가들이 밀집된 미주와 유럽지역으로 이동하는 경향이 나타났다. 학문분야별 이동 역시 전 분야에서 소수의 중심국가로 집중되고 있었으며, 이런 현상은 특히 과학공학 분야의 박사과정에서 두드러지게 나타나고 있다. 국제학생이동이 세계적인 규모로 확대되는 가운데 나타나는 이와 같은 일부 선진국으로의 쏠림현상은 세계 지식네트워크의 불균형성이 심화되고 있다는 것을 의미하며, 연구자들은 이러한 불균형성이 고등교육에 시사하는 바를 논의하였다.
Abstract
International student mobility can provide important grounds for understanding the nature of knowledge network by revealing how the central and peripheral countries of knowledge and research are connected and transformed. Given the importance of such understanding, this study examined international student mobility by degrees and fields of subject using social network analysis. The analysis was based on the 2016 student mobility data provided by OECD and UNESCO. From the analysis, this study found that for all degrees, international student mobility has concentrated on USA, UK, Canada, Germany, and Australia, which have been traditionally central countries of international student mobility. On the other hand, Asian and Latin American countries still had a high level of student outflows. Also, for the higher degrees, international student mobility tended to flow to America and Europe, which include countries of high inflow centrality, rather than to various countries. Such concentration on a small number of countries of high centrality was also found for subject fields, particularly for Ph.D in science and engineering. The skewed flow to a few developed countries along with the worldwide increase of international student mobility suggests that imbalance of the global knowledge network has been aggravated. We discussed the implications of such imbalance with regard to higher education.
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