The review identifies human capital development as the leading rationale, operating at micro, meso, and macro levels¶

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 most common rationale in the reviewed literature frames scholarships as acquiring skills and knowledge overseas to advance the individual, their workplace and community, and ultimately their home country. → 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

Systematic review of 105 peer-reviewed items (2010-2019) identified via the Scholarship Program Research Network bibliography, Google Scholar, and ERIC. Thematic analysis found human capital development the most common rationale, with the long-range outcome that skills contribute to innovation and development in home countries. The review reports skills are assumed "portable."

"The first major rationale in international scholarship programs is based on the theory of human capital development, or the idea that skills and knowledge can be acquired through overseas education and brought home to advance the individual (micro-level), their workplace and their community (meso-level)"

Discussion¶

Related Claims¶

• Brain drain is a prominent critique of human capital scholarships: graduates may take needed skills elsewhere — a narrower finding that bears on this claim
• Conflated program rationales can place competing and unrealistic expectations on scholarship students — related
• Diplomatic rationale frames scholarships as cultivating well-disposed future leaders to strengthen bilateral relations — related