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Was Brexit Really all that Bad for EU Students? A deep-dive in understanding the effect of Brexit on EU students in the UK

Danielsson, Felix LU (2023) EOSK12 20231
Department of Economic History
Abstract
This research paper uses an explanatory sequential mixed method design to examine the factors influencing students' decision-making regarding their future and the impact of Brexit on these choices. The study aims to understand the interplay between various factors and Brexit's role in shaping students' decisions. Initially, quantitative analysis of the 2017 CPC-ONS-UUK SoGIS survey data is conducted to identify general trends and factors influencing decision-making. In-depth interviews with a group of EU students currently studying in the UK follow, exploring their experiences and perceptions. Thematic analysis is used to analyze the interviews, incorporating theoretical frameworks on identity formation, socio-cultural influences, and... (More)
This research paper uses an explanatory sequential mixed method design to examine the factors influencing students' decision-making regarding their future and the impact of Brexit on these choices. The study aims to understand the interplay between various factors and Brexit's role in shaping students' decisions. Initially, quantitative analysis of the 2017 CPC-ONS-UUK SoGIS survey data is conducted to identify general trends and factors influencing decision-making. In-depth interviews with a group of EU students currently studying in the UK follow, exploring their experiences and perceptions. Thematic analysis is used to analyze the interviews, incorporating theoretical frameworks on identity formation, socio-cultural influences, and policy contexts. The research concludes with a comparative analysis that integrates findings from both quantitative and qualitative phases to identify commonalities, discrepancies, and interactions between factors and Brexit's influence. The study contributes to existing literature by comprehensively understanding the complex factors affecting students' decision-making and emphasizes the specific impact of Brexit. The findings have implications for educational policies and support systems. (Less)
Please use this url to cite or link to this publication:
author
Danielsson, Felix LU
supervisor
organization
course
EOSK12 20231
year
type
M2 - Bachelor Degree
subject
keywords
Brexit, International Students, EU, Brain Drain, Push-Pull Factors
language
English
id
9124536
date added to LUP
2023-06-22 12:18:57
date last changed
2023-06-22 12:18:57
@misc{9124536,
  abstract     = {{This research paper uses an explanatory sequential mixed method design to examine the factors influencing students' decision-making regarding their future and the impact of Brexit on these choices. The study aims to understand the interplay between various factors and Brexit's role in shaping students' decisions. Initially, quantitative analysis of the 2017 CPC-ONS-UUK SoGIS survey data is conducted to identify general trends and factors influencing decision-making. In-depth interviews with a group of EU students currently studying in the UK follow, exploring their experiences and perceptions. Thematic analysis is used to analyze the interviews, incorporating theoretical frameworks on identity formation, socio-cultural influences, and policy contexts. The research concludes with a comparative analysis that integrates findings from both quantitative and qualitative phases to identify commonalities, discrepancies, and interactions between factors and Brexit's influence. The study contributes to existing literature by comprehensively understanding the complex factors affecting students' decision-making and emphasizes the specific impact of Brexit. The findings have implications for educational policies and support systems.}},
  author       = {{Danielsson, Felix}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Was Brexit Really all that Bad for EU Students? A deep-dive in understanding the effect of Brexit on EU students in the UK}},
  year         = {{2023}},
}