Conflated program rationales can place competing and unrealistic expectations on scholarship students¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The review argues that as multiple program goals and theories of change are combined, students can be caught between competing and unrealistic expectations, facing difficult decisions about remaining abroad or growing skeptical of program aims. → Anne C. Campbell and Emelye Neff 2020

Evidence¶

Anne C. Campbell and Emelye Neff 2020¶

Anne C. Campbell and Emelye Neff. (2020). A Systematic Review of International Higher Education Scholarships for Students From the Global South. Review of Educational Research. https://doi.org/10.3102/0034654320947783

q3 · i? · review · r2

Argument from the review's framing section, supported by cited observations (Campbell & Mawer, 2019) that competing goals may even produce perverse effects, such as a winner deciding that living abroad and sending remittances best promotes development. The review states this conflation can lead to ambiguous models and inadequate evaluations.

"students can be caught between competing and unrealistic expectations, leading to challenging decisions about remaining abroad at the completion of their programs or leading to skepticism about program aims and their roles within these schemes"

Discussion¶

Related Claims¶

• Pursuing unrealistic goals can lead to discouragement and frustration, so goals should balance rigor with realism — a broader claim this one bears on
• The review identifies human capital development as the leading rationale, operating at micro, meso, and macro levels — related
• Parental factors including emotional unreadiness, feeling overwhelmed, and unrealistic expectations can contribute to AAC device abandonment — related
• Diplomatic rationale frames scholarships as cultivating well-disposed future leaders to strengthen bilateral relations — related