Examinando por Autor "Anabo, Icy F."

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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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    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.