Examinando por Autor "Anabo, Icy F."

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    Evaluating the unquantifiable: A case study examining the transformative outcomes of international higher education
    (Universidad de Deusto, 2021-03-04) Anabo, Icy F.; Elexpuru Albizuri, Iciar; Villardón Gallego, Lourdes; Facultad de Educación y Deporte; Programa de Doctorado en Educación por la Universidad de Deusto
    The internationalisation of higher education has been high on the agenda of governments and educational institutions for the past decades, driven by a wide range of instrumental and humanistic rationales. Concomitantly, as public and private investments to incorporate the international dimension in higher education grew, there emerged a need for stakeholders to implement programme evaluations to respond to both external and internal demands for learning and accountability. In this scenario, quantifiable indicators have become dominant outcome measures due to the flexibility, clarity, comparability, and transparency they facilitate. However, this practice presents a few caveats, such as undermining the unquantifiable contributions of international higher education for student and societal transformation. Through a compendium of three publications, the overarching objective of this dissertation is to employ an explanatory and transformation-based approach to evaluating the outcomes of international higher education. Firstly, it frames Martha Nussbaum’s capability achievements as fundamental to a positively transformative education, thus providing a sound basis for judgments of educational programmes’ worth and legitimacy based on unquantifiable yet equally meaningful standards. Secondly, it draws on critical realism as a metatheory to substantiate the importance of adopting qualitative and explanatory approaches in evaluations conducted in the education domain. Additionally, this work contributes to ethical practices in social research by addressing the methodological and ethical implications of collecting data involving a geographically dispersed international student population. This work adopts an embedded case study research design, whereby a single case (an international master’s programme in education studies) is built around multiple units of analysis (international students). Publications 1 and 3 examine the case programme outcomes, with the former being descriptive and policy-based and the latter more explanatory hinging on social and philosophical theories. Publication 2 tackles the ethical dimension of the internet-based methods adopted in Publications 1 and 3. The analysis found that the international education programme analyzed was instrumental in the development of participants’ capabilities pertaining to their intellectual, social, and professional lives. These capability achievements were mediated by the programme’s international and non-international features as well as a combination of agentic and structural factors. For work capabilities, structural factors have induced a particularly modulating effect, with historical events, hiring practices, and employer expectations playing a significant role in students’ employment outcomes. In relation to the ethical dimension of online data collection, it was found that the internet offers a rich and convenient means for obtaining quantitative and qualitative while also generating a number of ethical concerns. As such, specific considerations are outlined with regard to adapting traditional ethical guidelines in the online context. Overall, this dissertation offers both theoretical and methodological insights towards a kind of higher education that is ethical, impactful, and supportive of individual and collective flourishing.
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    International student mobility, Covid-19, and the labour market: a scoping review
    (Springer Science and Business Media Deutschland GmbH, 2025-02-25) Mihut, Georgiana; Cullinan, John; Flannery, Darragh; Palcic, Donal; Souto-Otero, Manuel; Wiers-Jenssen, Jannecke; Anabo, Icy F.; Kasza, Georgina; Pérez Encinas, Adriana; Bin Qushem, Umar
    The Covid-19 pandemic resulted in significant disruptions to both international student mobility and labour markets. Against this background, this scoping review documents findings from 35 studies, published between January 2020 and February 2024, that focused on international student mobility, Covid-19, labour market outcomes, and related regulations. The review shows that the Covid-19 pandemic negatively impacted (1) the labour market outcomes of international students before studying abroad, through changes in visa regulations, (2) skill acquisition during their mobility, (3) the duration of their studies, and (4) the availability of jobs during and after their mobility period. These negative impacts occurred at a time when international students’ needs for work were heightened. This ‘double whammy’ was more pronounced among international students from lower socio-economic backgrounds, increasing pre-existing inequalities. It was also affected by students’ residency status and policy changes. These findings underline the critical role that temporality plays in shaping the returns to international student mobility. However, the existing literature on the topic is relatively sparse and has primarily relied upon qualitative approaches and rapid research. Future studies are needed to better understand the impact of Covid-19 on the labour market outcomes of international students.
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    Lifelong learning and continuing professional development
    (Taylor and Francis, 2025) Anabo, Icy F. ; Fischl, Caroline
    The chapter focuses on the significance of lifelong learning in addressing challenges in occupational therapy practice in the Philippines. Lifelong learning impacts personal development, social justice, and sustainable development, aligning with the UN’s 2030 Agenda and Sustainable Development Goal 4. For Filipino occupational therapists, lifelong learning, mandated through continuing professional development (CPD) activities, is crucial for maintaining and enhancing professional competences. This chapter discusses the integration of formal, non-formal, and informal learning in the CPD framework, as well as the practice of reflection and critical reflection, highlighting their benefits at micro and macro levels.
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    Revisiting the Belmont Report’s ethical principles in internet-mediated research: perspectives from disciplinary associations in the social sciences
    (Springer Netherlands, 2019-06-15) Anabo, Icy F.; Elexpuru Albizuri, Iciar; Villardón Gallego, Lourdes
    The purpose of this article is to illuminate the conceptualisations and applications of the Belmont Report’s key ethical principles of respect for persons, beneficence, and justice based on a document analysis of five of the most relevant disciplinary guidelines on internet research in the social sciences. These seminal documents are meant to provide discipline-specific guidance for research design and implementation and are regarded as key references when conducting research online. Our analysis revealed that the principles of respect and beneficence were explicitly conveyed in the documents analysed, offering nuanced interpretations on issues of informed consent, privacy, and benefits and risks as well as providing recommendations for modifying traditional practices to fit the online setting. However, the invocations of the principle of justice were rather implicit and reflect an important shift from the Belmont Report’s protectionist ethical position towards more situational and dialogic approaches. With the rapidly evolving nature of internet technologies, this analysis is projected to contribute to the ongoing developments in research ethics in the social sciences by outlining the tensions and implications of the use of the internet as a methodological tool. We also seek to provide recommendations on how disciplinary associations can proceed to facilitate ethically sensitive internet research
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    Supporting children's friendship stability in a culturally diverse school with a dialogic approach: a case study
    (Elsevier Ltd, 2023-08) Khalfaoui Larrañaga, Andrea; García Carrión, Rocío ; Anabo, Icy F.
    Children's competence to establish and maintain meaningful peer relationships is essential in Early Childhood Education. This capacity, known as friendship stability, has recently attracted researchers' attention due to its implications for high-quality friendships. This is crucial in the early years because stable friendship ties are associated with positive academic results and prosocial behavior. However, research shows that friends made in Early Childhood Education are rarely maintained during elementary school, and culturally diverse contexts present a more challenging scenario for making these friends last. This case study explores this phenomenon in a culturally diverse school or, by analyzing classroom observations (n = 20, 5 years old) and carrying out two discussion groups (n = 30, 7–9 years-old). Results reveal that fostering dialogic learning in the classroom and a culture of non-violence facilitate children's friendship stability in a culturally diverse context.