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In 2014, South Korea launched Incheon Global Campus (IGC), a shared campus where multiple international branch campuses operate together as a consortium of colleges. English is the medium of instruction at IGC, and each member university has autonomous control over the curriculum, staffing, faculty, and admissions of their individual branch campus. The aim of IGC is to provide Korean students with an affordable alternative to traditional study abroad sojourns by allowing students to essentially study abroad in situ. This goal is particularly notable given how South Korea has long served as a primary source country for international students studying abroad in other countries. The South Korean students who attend IGC are uniquely involved in a grand social experiment which complicates our understanding of international education. What does it mean when higher education institutions cross borders, circumventing the need for students to do so? Unfortunately, there has been a lack of attention to this phenomenon, not only in terms of empirical studies, but also in terms of critical theorizing regarding this novel type of international/transnational education and its impact on the student experience. IGC students are clearly different from the rest of the native student population since they are not attending a South Korean university, yet they are not quite “international” either since they do not travel overseas and instead remain immersed in their home environments. In short, they occupy a third space that is simultaneously international and domestic since they are essentially “going global at home”. This study explores the nature of student experiences in this liminal space, and the extent to which this transnational context symbolizes education’s potential to be a either a tool for social reproduction or social mobility. In these unique transnational spaces, students mobilize capital, especially linguistic capital, in ways that highlight a global dimension to Bourdi

In 2014, South Korea launched Incheon Global Campus (IGC), a shared campus where multiple international branch campuses operate together as a consortium of colleges. English is the medium of instruction at IGC, and each member university has autonomous control over the curriculum, staffing, faculty, and admissions of their individual branch campus. The aim of IGC is to provide Korean students with an affordable alternative to traditional study abroad sojourns by allowing students to essentially study abroad in situ. This goal is particularly notable given how South Korea has long served as a primary source country for international students studying abroad in other countries. The South Korean students who attend IGC are uniquely involved in a grand social experiment which complicates our understanding of international education. What does it mean when higher education institutions cross borders, circumventing the need for students to do so? Unfortunately, there has been a lack of attention to this phenomenon, not only in terms of empirical studies, but also in terms of critical theorizing regarding this novel type of international/transnational education and its impact on the student experience. IGC students are clearly different from the rest of the native student population since they are not attending a South Korean university, yet they are not quite “international” either since they do not travel overseas and instead remain immersed in their home environments. In short, they occupy a third space that is simultaneously international and domestic since they are essentially “going global at home”. This study explores the nature of student experiences in this liminal space, and the extent to which this transnational context symbolizes education’s potential to be a either a tool for social reproduction or social mobility. In these unique transnational spaces, students mobilize capital, especially linguistic capital, in ways that highlight a global dimension to Bourdi

In the current climate of concern about the immigrant crisis, and the need for ways of bringing the African peoples to develop their talents and their countries, the graduate business school ALTIS in Università Cattolica del Sacro Cuore has been implementing innovative forms of transnational education on social entrepreneurship in Africa since 2010. Although transnational education is a strategy of internationalisation, defined as “an ongoing process of change whose objective is to integrate the institution and its key stakeholders (its students and faculty) into the emerging global knowledge economy” (Hawawini, 2016: 5), transnational education is sometimes seen as a means of enabling Western universities to raise the revenue that is lacking at home. What started as an MBA in Social Entrepreneurship, developed by ALTIS and its spinoff foundation E4Impact, has blossomed into a portfolio of academic opportunities, which adapt to different countries, languages and cultures, while maintaining the core quality content. The MBA, or a lighter form leading to a Certificate, is currently delivered in English or French in nine countries: Kenya, Ghana, Sierra Leone, Uganda, Senegal, Côte d’Ivoire, Ethiopia, Sudan, Zimbabwe, and in 2020 will start in three more countries, Cameroon, Nigeria and, in Portuguese, in Mozambique. Conceived as a partnership between an African university, whose faculty work together with the Italian professors for national accreditation and marketing, the model has had to adapt to diverse contexts, different universities requiring different models, such as a two-year degree or an intensive six-month certificate. The Italian university is thus not exporting a monolithic model, but is offering a collaborative educational proposal, which trains the future generation of international entrepreneurs together. This chapter problematizes the philosophy, methodology and challenges of introducing such programs transnationally, where financial gain is necessary

This chapter explores how one group of Chinese undergraduate students in a transnational university in China see themselves as HE students and as Chinese youth in a changing political and social landscape, where transnational education is rapidly changing. This chapter is informed by empirical evidence from 31 semi-structured interviews, using an arts-based interview method, with Xi’an Jiaotong-Liverpool University (XJTLU) as the case study. The study is grounded in Critical Discourse Analysis, whereby discursive constructions of students’ identities are analysed and theorised in relation to the articulation between material realities, the students’ personal and cultural values, and their embodied self and agency, with a focus on liminality (in-between spaces) as part of identity constructions and culture negotiation. In the process, a range of potential conflicting forces, for example those related to culture, educational backgrounds and nationality, which are part of students’ identity constructions, were identified. This ongoing process of identity construction may have a profound impact on how these students see themselves and their place in the world into the future, and by extension on the way China as a nation will reimagine itself in its engagement with the rest of the world, in particular in a post-COVID-19 world.

The focus of this thesis is on visual communication design (VCD) students’ engagement with creative design process learning within a transnational context. The context is an international partnership between a higher education institution in New Zealand and Hunan City University (HNCU) in China. The Chinese government is currently positioned in a third wave of an internationalisation strategy which encourages cooperative agreements with foreign or overseas institutional partners situated within Chinese universities. For design institutions in particular, the Made in China government initiative has led universities to actively engage with design education approaches imported from the west. The aim for Chinese institutions is to encourage student creativity in order to build on government aspirations to move China from a manufacturing, to an innovation and design led economy. Cultural historic activity theory (CHAT) was used to analyse data from a VCD studio classroom at HNCU in China. A three-level hierarchy of artefacts model was developed for the analysis, which by extention offers a CHAT approach for creative design scenarios. The study had two phases. The first comprised two project-based case studies exploring how creative design process learning occurred when the students were exposed to design thinking. Students were organised into dyads to foster collaborative work for the projects, a branding project, and a cultural project involving illustration design. Data gathered through video stimulated recall interviews with eight dyad participants (sixteen VCD students) and 200 written reflections were analysed. The second phase of the research focused on understanding the cultural and historic pedagogical context. Eight semi-structured interviews were conducted with local teachers at HNCU, and observations were undertaken in Chinese language medium classrooms. Underpinning the findings, are the ways in which Chinese design education practices at HNCU are shaped by a

Many of the institutions familiar to us, such as school instruction or democratic government, gained their centrality within the context of the modern nation-state. The hypothesis underpinning this doctoral dissertation claims that the form of these and other institutions inevitably shifts shape when the activities they seek to organize begin to unfold on a global scale instead. In light thereof, the dissertation presents a study on the increasing involvement of the European Union in an area that formally belongs to the competence of its member-states: education and training. The analysis thus situates the issue of European integration within the question regarding the globalisation of education. The dissertation argues for understanding the Europeanisation of education as a means for growth by internal disjunction. That is: as an internal differentiation of a global education system, which surpasses the limits the former developed in reference to the nation-state, thus resettling and dramatically expanding the boundaries of what counts as meaningful education. On the basis of three articles, the dissertation addresses this characterisation and examines its scope via a case study of Europe’s flagship initiative in the domain of education, Erasmus+. It advocates for understanding this reformed action programme as the catalyst for a distinct formalisation of education that strongly deviates from the so-called “grammar of schooling”. The study focuses in particular on its organizational form of projects, whose specific understanding of the function of education is claimed to no longer equate with the appropriation of nationally defined cultural canons, nor with the embodiment of a mode of societal self-understanding, most famously expressed in the Durkheimian tradition as collective consciousness., (POLS - Sciences politiques et sociales) -- UCL, 2020

This study examined student experiences in an online learning transnational education model by exploring the flipped classroom pedagogy at two Microcampuses in South East Asia. Interviews were conducted with forty-nine participants across three countries, the U.S., Cambodia and Indonesia. Participants in Cambodia and Indonesia included students, lecturers and administrators. U.S. participants included U.S. Instructors and administrators. Six Microcampus courses were analyzed through a document analysis process, which included an adaptation of the Quality Matters Rubric. Additionally, six in-person classroom observations occurred in Cambodia and Indonesia using the Teaching Dimensions Observation Protocol observation methods. The study used Moore’s Theory of Transactional Distance (1997) to conceptualize how dialogue, learning autonomy and course structure engages transnational students in their learning through sense of belonging. The findings in this study indicated that transnational education models need to consider transnational student needs including: student identity, sense of belonging, course structure, interaction across borders, student plans post-graduation, and intentional content delivered through a cultural humility lens. By integrating these findings, this study’s implications focused on three main concepts: student learning in a flipped classroom model, best practices for transnational education students in online learning across borders and defining transnational education students for future research and student support. This study contributes to existing literature on transnational education and furthers the conversation by challenging the field of higher education to consider transnational education student identity, student learning goals, and the role of cultural humility in online student learning.

The focus of this thesis is on visual communication design (VCD) students’ engagement with creative design process learning within a transnational context. The context is an international partnership between a higher education institution in New Zealand and Hunan City University (HNCU) in China. The Chinese government is currently positioned in a third wave of an internationalisation strategy which encourages cooperative agreements with foreign or overseas institutional partners situated within Chinese universities. For design institutions in particular, the Made in China government initiative has led universities to actively engage with design education approaches imported from the west. The aim for Chinese institutions is to encourage student creativity in order to build on government aspirations to move China from a manufacturing, to an innovation and design led economy. Cultural historic activity theory (CHAT) was used to analyse data from a VCD studio classroom at HNCU in China. A three-level hierarchy of artefacts model was developed for the analysis, which by extention offers a CHAT approach for creative design scenarios. The study had two phases. The first comprised two project-based case studies exploring how creative design process learning occurred when the students were exposed to design thinking. Students were organised into dyads to foster collaborative work for the projects, a branding project, and a cultural project involving illustration design. Data gathered through video stimulated recall interviews with eight dyad participants (sixteen VCD students) and 200 written reflections were analysed. The second phase of the research focused on understanding the cultural and historic pedagogical context. Eight semi-structured interviews were conducted with local teachers at HNCU, and observations were undertaken in Chinese language medium classrooms. Underpinning the findings, are the ways in which Chinese design education practices at HNCU are shaped by a

The focus of this thesis is on visual communication design (VCD) students’ engagement with creative design process learning within a transnational context. The context is an international partnership between a higher education institution in New Zealand and Hunan City University (HNCU) in China. The Chinese government is currently positioned in a third wave of an internationalisation strategy which encourages cooperative agreements with foreign or overseas institutional partners situated within Chinese universities. For design institutions in particular, the Made in China government initiative has led universities to actively engage with design education approaches imported from the west. The aim for Chinese institutions is to encourage student creativity in order to build on government aspirations to move China from a manufacturing, to an innovation and design led economy. Cultural historic activity theory (CHAT) was used to analyse data from a VCD studio classroom at HNCU in China. A three-level hierarchy of artefacts model was developed for the analysis, which by extention offers a CHAT approach for creative design scenarios. The study had two phases. The first comprised two project-based case studies exploring how creative design process learning occurred when the students were exposed to design thinking. Students were organised into dyads to foster collaborative work for the projects, a branding project, and a cultural project involving illustration design. Data gathered through video stimulated recall interviews with eight dyad participants (sixteen VCD students) and 200 written reflections were analysed. The second phase of the research focused on understanding the cultural and historic pedagogical context. Eight semi-structured interviews were conducted with local teachers at HNCU, and observations were undertaken in Chinese language medium classrooms. Underpinning the findings, are the ways in which Chinese design education practices at HNCU are shaped by a

The focus of this thesis is on visual communication design (VCD) students’ engagement with creative design process learning within a transnational context. The context is an international partnership between a higher education institution in New Zealand and Hunan City University (HNCU) in China. The Chinese government is currently positioned in a third wave of an internationalisation strategy which encourages cooperative agreements with foreign or overseas institutional partners situated within Chinese universities. For design institutions in particular, the Made in China government initiative has led universities to actively engage with design education approaches imported from the west. The aim for Chinese institutions is to encourage student creativity in order to build on government aspirations to move China from a manufacturing, to an innovation and design led economy. Cultural historic activity theory (CHAT) was used to analyse data from a VCD studio classroom at HNCU in China. A three-level hierarchy of artefacts model was developed for the analysis, which by extention offers a CHAT approach for creative design scenarios. The study had two phases. The first comprised two project-based case studies exploring how creative design process learning occurred when the students were exposed to design thinking. Students were organised into dyads to foster collaborative work for the projects, a branding project, and a cultural project involving illustration design. Data gathered through video stimulated recall interviews with eight dyad participants (sixteen VCD students) and 200 written reflections were analysed. The second phase of the research focused on understanding the cultural and historic pedagogical context. Eight semi-structured interviews were conducted with local teachers at HNCU, and observations were undertaken in Chinese language medium classrooms. Underpinning the findings, are the ways in which Chinese design education practices at HNCU are shaped by a

The dissertation at hand aimed at investigating the advantages and disadvantages of Transnational Education and its impact on employability development. The researcher was able to answer the research questions in the literature review. The researcher was able to answer the question about the relevance between the TNE program and the curriculum design and pedagogy. Besides, the question about how aware TNE students are of the effect of curriculum on employability was answered. The researcher also answered the question about how HEA interference helps colleges in supporting the employability within TNE curriculum. Moreover, a mixed approach was used where interviews and surveys were conducted with students, academics, and employers to get a snapshot of the relation between curriculum and employability. The research paper concluded that the students need to acquire several skills throughout their learning journey. The skills they acquire should match the job market requirements.

Se expone el contexto en el cual un grupo de estudiantes latinoamericanos realizó estudios de Urbanismo en París, entre mediados de los años veinte y el comienzo de la Segunda Guerra Mundial. Para ello, además de una revisión historiográfica completa sobre las instituciones y los personajes fundamentales en el panorama francés de la época analizada, se presenta material inédito que hace parte de las memorias de grado con las cuales un total de once latinoamericanos (de cinco nacionalidades distintas) obtuvieron su diploma del Institut d'Urbanisme de l'Université de Paris (IUUP), que se erigió durante el periodo de entregue-rras como un referente internacional en la enseñanza del Urbanismo, apoyando su prestigio no solo en la construcción de una formación pluridisciplinar y científica, sino además en el reconocimiento adquirido en la investigación y en la práctica por sus profesores como los arquitectos Bonnier y Jaussely, los juristas Bruggeman y Burdeau, los economistas Gide y Oualid, entre otros., This article presents the contexts in which a group of Latin American students undertook urban planning studies in Paris, between the mid-l920s and the beginning of WWII. To this end, in addition to a complete historiography of the key institutions and characters of the French panorama in the era under study, it also presents unedited material that forms part of the sets of degree course specifications under which a total of eleven Latin Americans (of five different nationalities) obtained their diploma from the Institut d'Urbanisme de l'Université de Paris (IUUP). During the interwar period, this institute stood out as an international leader in urban planning education, and its prestige was based not only in the development of a multi-disciplinary and scientific formation, but also in the recognition its professors earned for their research and practice, including architects Bonnier and Jaussely, jurists Bruggeman and Burdeau, and economists Gide and Oualid, among others.

Se expone el contexto en el cual un grupo de estudiantes latinoamericanos realizó estudios de Urbanismo en París, entre mediados de los años veinte y el comienzo de la Segunda Guerra Mundial. Para ello, además de una revisión historiográfica completa sobre las instituciones y los personajes fundamentales en el panorama francés de la época analizada, se presenta material inédito que hace parte de las memorias de grado con las cuales un total de once latinoamericanos (de cinco nacionalidades distintas) obtuvieron su diploma del Institut d'Urbanisme de l'Université de Paris (IUUP), que se erigió durante el periodo de entregue-rras como un referente internacional en la enseñanza del Urbanismo, apoyando su prestigio no solo en la construcción de una formación pluridisciplinar y científica, sino además en el reconocimiento adquirido en la investigación y en la práctica por sus profesores como los arquitectos Bonnier y Jaussely, los juristas Bruggeman y Burdeau, los economistas Gide y Oualid, entre otros., This article presents the contexts in which a group of Latin American students undertook urban planning studies in Paris, between the mid-l920s and the beginning of WWII. To this end, in addition to a complete historiography of the key institutions and characters of the French panorama in the era under study, it also presents unedited material that forms part of the sets of degree course specifications under which a total of eleven Latin Americans (of five different nationalities) obtained their diploma from the Institut d'Urbanisme de l'Université de Paris (IUUP). During the interwar period, this institute stood out as an international leader in urban planning education, and its prestige was based not only in the development of a multi-disciplinary and scientific formation, but also in the recognition its professors earned for their research and practice, including architects Bonnier and Jaussely, jurists Bruggeman and Burdeau, and economists Gide and Oualid, among others.

Se expone el contexto en el cual un grupo de estudiantes latinoamericanos realizó estudios de Urbanismo en París, entre mediados de los años veinte y el comienzo de la Segunda Guerra Mundial. Para ello, además de una revisión historiográfica completa sobre las instituciones y los personajes fundamentales en el panorama francés de la época analizada, se presenta material inédito que hace parte de las memorias de grado con las cuales un total de once latinoamericanos (de cinco nacionalidades distintas) obtuvieron su diploma del Institut d'Urbanisme de l'Université de Paris (IUUP), que se erigió durante el periodo de entregue-rras como un referente internacional en la enseñanza del Urbanismo, apoyando su prestigio no solo en la construcción de una formación pluridisciplinar y científica, sino además en el reconocimiento adquirido en la investigación y en la práctica por sus profesores como los arquitectos Bonnier y Jaussely, los juristas Bruggeman y Burdeau, los economistas Gide y Oualid, entre otros.

In an era of globalisation and economic competitiveness, Australia plays a major role in assisting other countries’ governments to build their workforce through the provision of vocational education programs. This is referred to as transnational education. It encompasses any educational service or product offered by an educational institution based in one country to students in another. The advantages of the provision of these programs include expanding opportunities for governments and individuals to access relevant and quality vocational education in their own country. However, the capacity of Australian educational providers to meet the diverse needs of this market is hampered by its own national regulations. The mandatory requirements for the implementation of the Australian national vocational education curricula -- known as Training Packages -- which are tied to national industry standards, restrict these provisions and frequently render them irrelevant to the needs and circumstances of other countries. Therefore, questions emerge about the sustainability of pursuing an approach to transnational education that expects and requires teachers to maintain these standards in a country for which the curriculum was not designed. To understand how teachers negotiate the needs and interests of transnational students and their sponsors amongst the imperatives of national curricula, a tentative analytical framework was synthesised from a review of relevant literature. This framework of curriculum conceptions was used as the basis for comprehending what constitutes an extensive account of curriculum in Australian transnational vocational education and training (VET). To understand further the key factors associated with teachers developing, adapting, and enacting Training Packages in another country, a phenomenological approach was used to collect and analyse data. The informants included 13 Australian and expatriate teachers who taught in transnational VET programs acros, Thesis (PhD Doctorate), Doctor of Education (EdD), School Educ & Professional St, Arts, Education and Law, Full Text

Se expone el contexto en el cual un grupo de estudiantes latinoamericanos realizó estudios de Urbanismo en París, entre mediados de los años veinte y el comienzo de la Segunda Guerra Mundial. Para ello, además de una revisión historiográfica completa sobre las instituciones y los personajes fundamentales en el panorama francés de la época analizada, se presenta material inédito que hace parte de las memorias de grado con las cuales un total de once latinoamericanos (de cinco nacionalidades distintas) obtuvieron su diploma del Institut d'Urbanisme de l'Université de Paris (IUUP), que se erigió durante el periodo de entregue-rras como un referente internacional en la enseñanza del Urbanismo, apoyando su prestigio no solo en la construcción de una formación pluridisciplinar y científica, sino además en el reconocimiento adquirido en la investigación y en la práctica por sus profesores como los arquitectos Bonnier y Jaussely, los juristas Bruggeman y Burdeau, los economistas Gide y Oualid, entre otros.

Full Text, Thesis (PhD Doctorate), Doctor of Education (EdD), School Educ & Professional St, Arts, Education and Law, In an era of globalisation and economic competitiveness, Australia plays a major role in assisting other countries’ governments to build their workforce through the provision of vocational education programs. This is referred to as transnational education. It encompasses any educational service or product offered by an educational institution based in one country to students in another. The advantages of the provision of these programs include expanding opportunities for governments and individuals to access relevant and quality vocational education in their own country. However, the capacity of Australian educational providers to meet the diverse needs of this market is hampered by its own national regulations. The mandatory requirements for the implementation of the Australian national vocational education curricula -- known as Training Packages -- which are tied to national industry standards, restrict these provisions and frequently render them irrelevant to the needs and circumstances of other countries. Therefore, questions emerge about the sustainability of pursuing an approach to transnational education that expects and requires teachers to maintain these standards in a country for which the curriculum was not designed. To understand how teachers negotiate the needs and interests of transnational students and their sponsors amongst the imperatives of national curricula, a tentative analytical framework was synthesised from a review of relevant literature. This framework of curriculum conceptions was used as the basis for comprehending what constitutes an extensive account of curriculum in Australian transnational vocational education and training (VET). To understand further the key factors associated with teachers developing, adapting, and enacting Training Packages in another country, a phenomenological approach was used to collect and analyse data. The informants included 13 Australian and expatriate teachers who taught in transnational VET programs acros

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.

Entrepreneurship education is often perceived from the local context, due to the lack of international exposure of the local stakeholders in this area. Learning and teaching entrepreneurship education as part of the technical and vocational education and training (TVET) in the transnational context, therefore, is relatively new. In fact, it remains unclear on what kind of learning is appropriate for the future entrepreneurs who need to work in the global business context. In this paper, we explore learning experiences of undergraduate students in the transnational entrepreneurship education program, focusing on vocational and career training, co-offered by two partners from Australia and Singapore. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view.  This study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of program, people, and learning. It is suggested that addressing these challenges require managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, industry engagement, and the mindset change needed to develop global perspectives.

Entrepreneurship education is often perceived from the local context, due to the lack of international exposure of the local stakeholders in this area. Learning and teaching entrepreneurship education as part of the technical and vocational education and training (TVET) in the transnational context, therefore, is relatively new. In fact, it remains unclear on what kind of learning is appropriate for the future entrepreneurs who need to work in the global business context. In this paper, we explore learning experiences of undergraduate students in the transnational entrepreneurship education program, focusing on vocational and career training, co-offered by two partners from Australia and Singapore. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view.  This study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of program, people, and learning. It is suggested that addressing these challenges require managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, industry engagement, and the mindset change needed to develop global perspectives.

In 2014 the European Commission introduced a reform of its previous funding efforts in the realm of education, which regrouped them together under a single banner, baptized as ‘Erasmus+’. With this new instrument, it funds a wide array of educational activities that range far beyond the institutional limits of what Guy Vincent (1994) once coined the forme scolaire. Actively relying on the infinite character of semantic formulas centred around learning (cf. Luhmann & Schorr, 2000, p. 101), the programme offers financial support for projects of transnational networks that are capable of gathering, even if only temporally, a plurality of institutions, educational and non-educational alike, around a once-only objective, that is not expected to be repeated. The program so gives articulate expression to Europe’s (1995, p. 20) credo that “no single institution, school or company, can claim to be able to develop the skills needed” for life in the advent learning society. This paper starts from the curious coincidence of the establishment of a European educational space (Nóvoa & Lawn, 2002) with the active corrosion of the institutional contours of school (Young, 2010) in order to examine how such transnational education thus mirrors, therefore both mimics and deviates from the morphogenesis of the national school system. Drawing on the theoretical framework of Niklas Luhmann, it argues for understanding the Europeanisation of education as a case of (and means for) “growth by internal disjunction” (Luhmann, 1982, p. 231). That is: as an internal differentiation of the education system in a global world society (Luhmann, 1997), which surpasses the limits the latter developed in reference to the nation-state, thus resettling and dramatically expanding the limits of what is meaningful as education. Reviewing Luhmann’s sociology of education, the paper demonstrates how transnational projects formalise education into new a specification, that profoundly differs from the national

The aim of this paper is to present the experience and lessons learned of experimental implementing of blended learning methodology in the Master programme "Environomical Pathways for Sustainable Energy Systems" (SELECT) at the Royal Institute of Technology' (KTH in Stockholm) and the Universitat Politecnica de Catalunya.BarcelonaTech (UPC in Barcelona), in common and remotely taught courses (shared curriculum) under a transnational framework. Shared curriculum has been designed and strongly connected to the intended learning outcomes (ILO's) of the programme. Blended learning was implemented to improve the efficiency of the learning process through updated technological means of instruction and to have the same curriculum with equally shared teaching load to ensure that students by the end of year I have the same competence and background. It can be noted that, at least from the perspective of academic performance, the implementation of blended learning in the shared SELECT curriculum does not have a significant impact, although local students show slightly higher grade point average (GPA). Finally and from our general experience with students, it is possible to identify the interaction of communication as one of the key challenges and factors in blended education., QC 20180830

The role of educational developers (or academic developers) has become increasingly important in national and transnational contexts, in parallel with efforts to elevate the status of learning and teaching in higher education. In this chapter, the role of educational developers in driving institutional learning and teaching agendas is explored, with a specific focus on a transnational and interdisciplinary context in China. The case study will be drawn from experiences at Xi’an Jiaotong-Liverpool University (XJTLU). The status of educational developers as professional staff is analyzed, as well as its consequent impact on their ability to drive learning and teaching strategies in a transnational context with high levels of diversity among staff backgrounds and a high turnover of academic staff. The data for the case study is drawn from interviews with educational developers and a survey with a range of academic staff at XJTLU. Based on the analysis, a set of recommendations that are transferable is provided and will benefit educational developers working in transnational contexts.

This exploratory study investigates lecturers’ and students’ understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work., Este estudio exploratorio investiga la percepción de los profesores y estudiantes de los conceptos y el lenguaje que se utilizan en las estrategias de educación superior para desarrollar las habilidades de empleabilidad. Mientras que los conocimientos disciplinarios son el objetivo de la mayoría de los posgrados, las habilidades de empleabilidad son cada vez un factor más importante al evaluar a los posibles empleados. La adquisición de habilidades de empleabilidad en la educación ha surgido como una respuesta a las demandas de la industria de graduados preparados para el mundo laboral. La internacionalización y globalización hacen que los empleadores busquen graduados con habilidades blandas, destrezas y logros adicionales. El contexto es Westminster International University, Tashkent (WIUT), una universidad transnacional en Uzbekistán. Mediante un estudio cualitativo, se investigaron puntos de vista y se identificaron temas y perspectivas comunes. Los hallazgos indican que, aunque los estudiantes y profesores comparten perspectivas similares sobre la importancia de las aptitudes para la empleabilidad, el propósito de la pedagogía enfocada en la empleabilidad no se comunica fácilmente a los estudiantes. Además, los estudiantes sienten que un enfoque más sistemático para reconocer y demostrar habilidades de empleabilidad les ayudaría en su transición de la educación al mundo laboral.

When discontinuity –either as hoped for progress or impending crisis– is expected, one does no longer count on the past to teach what tomorrow will bring. In the gradual demise of cultural canons in education, favouring instead learning and especially its reflexive formulation (the learning of learning) (Mangez, 2008; 2010), this orientation towards time, characteristic of modern society, becomes apparent. The expectation of discontinuity moves the anticipation of the future to the centre (cf. Luhmann, 1998: 63-76), as idly waiting, letting the future come as it comes, seems impossible. In the current inclination, at the European level, to conceive education in the form of projects, this specific orientation towards time as the anticipation of an undetermined future becomes even more apparent. Projects are defined, already etymologically, by a strong orientation towards the future: they pro-ject a future in the present. Projects are also closely linked with action (cf. Schutz, 1962): the expectations they formulate, contain the intent to programme the course of present actions towards a desired goal. European educational projects, such as those funded by the Erasmus+ programme, exploit and determine the limitless character of learning as a resource to anticipate a future. Such educational projects thus become potentially and temporally an instance where the self-constitution of a distinct social system establishes itself against its societal background and where, at the same time, the functionally differentiated character of society is realised. As such, transnational education projects are constituted in a double present (Luhmann, 1981: 133): the present of world time containing everything simultaneously, as uncoordinated chaos, and the present of the duration of the project where the need for coordination arises. The question how transnational educational communication establishes itself as a distinct communication form, with its own probability, so comes to the f

The overall aim of this thesis is to develop knowledge of teachingand learning sustainable development in global–local contexts. Theresearch field is global learning for sustainable development (GLSD).Phenomenographic approach and contextual analysis were used asmethods of analysis, and data was collected by Semi-structuredinterviews at secondary and upper secondary schools in Sweden.In Study I, a strategic and systematic literature review was conductedof recent trends and critique to the dominating rhetoric on policy levelconcerning global education and global learning on sustainabilityissues. The complexity represented in GLSD is of global interest toface current challenges. The global–local context and the process forglobal learning were characterised by the learner’s perspective andself-efficacy. The variation of ways in which contextual features wererevealed, affected how participants experienced their own learningglobal learning space. In Study II, empirical investigations were conducted of students’,teachers’, and head teachers’ conceptions of implementation of GLSD.Results indicate that critical knowledge capabilities were needed toact towards sustainability globally. Critical knowledge capabilitiesdeveloped in the processes were to take command and collaborateas a team. Capabilities that were identified as necessary but whichhad not been sufficiently developed were to be prepared, act in atransdisciplinary manner and lead for holistic understanding in thelearning process. Critical knowledge capabilities to handle complexknowledge were characterised by volition, self-directed learning, andknowledge formation. In Study III, a re-analysis was conducted of the data from StudyII. The results shed light on pertinent transition skills in GLSD:(I) transdisciplinary action via knowledge formation in actualpractices, (II) democratic collaborative action via processes ofunderstanding, respectively (III) self-directed learning and independentinitiative. These transitio

There is a wide consensus that radically different pedagogies are needed to deal with the challenges of our times (Reid &Scott, 2013). Barnett (2012) argues that preparing for the unknown should be a central principal in education. Not only do young people need to independently evaluate highly complex situations that will arise, but they also need to be prepared to take appropriate action, solve major social and environmental problems and organise their own learning throughout the life course (Öhman, 2008; Almers, 2009). School cannot provide a set of ready-made recipes, nor can education be limited to narrow national objectives. Increased mobility over the life course involves quickly getting our bearings in new surroundings, and learning to cooperate with people who may not share our culture, our language or our values. The challenge that transnational mobility poses to education is even more salient with respect to refugees and displaced populations. With the latest wave of refugees, this has become one of the most pressing questions on the European agenda (European Parliament, 2016). European Commissioner for Education Tibor Navracsics underlined in his speech of 29 September 2015 that education will play a key role in integrating refugees. A future rise in forced migration is a major concern also globally (British Council, 2016). Refugee education may be interrupted or altogether suspended at several points. Education systems differ across national borders, and validation of prior education is very limited. On each step of the journey, requirements and goals will differ. Language-in-education policies constitute a serious obstacle. Importantly also, refugees have a low status in the host countries, and young people are disempowered. Depriving this generation of access to education and preventing them from realising their dreams will have serious consequences. This paper argues that some of the pedagogies we find in transnational non-formal education network

Refugee education: 2015 witnessed a rapid surge in the number of Middle Eastern refugees coming to neighbouring countries and to Europe. This presentation summarises some of the main challenges of refugee education, from the perspective of national policies, local classrooms and the refugees themselves. Based on experiences in raising teacher competences in both countries, situations in Lebanon and Sweden are compared, pointing to pitfalls as well as best practices observed. Finally, possible directions for reforming curricula and pedagogical strategies are envisaged, to prepare young people to make positive contributions to host countries, as well as building foundations for reconstruction and return.

The overall aim of this thesis is to develop knowledge of teachingand learning sustainable development in global–local contexts. Theresearch field is global learning for sustainable development (GLSD).Phenomenographic approach and contextual analysis were used asmethods of analysis, and data was collected by Semi-structuredinterviews at secondary and upper secondary schools in Sweden.In Study I, a strategic and systematic literature review was conductedof recent trends and critique to the dominating rhetoric on policy levelconcerning global education and global learning on sustainabilityissues. The complexity represented in GLSD is of global interest toface current challenges. The global–local context and the process forglobal learning were characterised by the learner’s perspective andself-efficacy. The variation of ways in which contextual features wererevealed, affected how participants experienced their own learningglobal learning space. In Study II, empirical investigations were conducted of students’,teachers’, and head teachers’ conceptions of implementation of GLSD.Results indicate that critical knowledge capabilities were needed toact towards sustainability globally. Critical knowledge capabilitiesdeveloped in the processes were to take command and collaborateas a team. Capabilities that were identified as necessary but whichhad not been sufficiently developed were to be prepared, act in atransdisciplinary manner and lead for holistic understanding in thelearning process. Critical knowledge capabilities to handle complexknowledge were characterised by volition, self-directed learning, andknowledge formation. In Study III, a re-analysis was conducted of the data from StudyII. The results shed light on pertinent transition skills in GLSD:(I) transdisciplinary action via knowledge formation in actualpractices, (II) democratic collaborative action via processes ofunderstanding, respectively (III) self-directed learning and independentinitiative. These transitio

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates studying at Oxbridge and a dataset of the institutional origins of 580 Singaporean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation., AuthorCount:2

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

在高等教育全球化背景下，学生国际流动发展日益成熟，大规模的高等教育机构与课程项目的国际流动日益增加。越来越多的学生在本国接受教育而由设在另一国家的教育机构颁发学位，这类高等教育项目、课程和教育服务被称为"跨国高等教育（transnational higher education，THE）"。在中国大陆情境下，主要表现为"中外合作办学（Chinese-foreign cooperation in running schools，CFCRS）"。在普通高校与海外留学之外，中外合作办学逐渐成为中国大陆学生的第三种高等教育选择。, 本研究尝试从社会资本理论视角考察中国大陆学生跨国高等教育选择的影响因素。研究者于2014年10月至11月在三所具有独立法人资格的中外合作办学高校和一所普通公办高校开展问卷调查，共回收有效问卷1349份，包括中外合作办学学生714份，普通公办高校学生635份。研究综合运用了描述性统计、差异性检验、一般线性回归、Logistic 回归方法分析背景变量、社会资本变量对学生选择中外合作办学的影响。主要研究结论如下：, 第一，关于背景因素对选校的影响。相对于居住在"县城或村镇"、居住在"省会城市"和"一般城市"的学生选择中外合作办学的概率更高。相对于父亲从事"基层职业"，父亲从事"专业技术"、"行政管理"或"个体经商"的学生选择中外合作办学的概率更高。相对于"5万以下"，家庭年收入"20万以上"的学生选择中外合作办学的概率更高。相对于家庭财富较少的学生，家庭财富较多的学生选择中外合作办学的概率更高。尤其是居住在省会城市和父亲从事"个体经商"，对学生选择中外合作办学的影响最大。, 第二，在控制背景变量后，社会资本对选校的影响。经Logistic 回归分析发现，社会资本对学生选择中外合作办学具有非常大的影响。具体而言，家长对子女海外升学期望越强、家庭择校参与越多，学生选择中外合作办学的概率越大；学生希望去海外升学、去海外或省会城市就业，选择中外合作办学的概率越大；学生对学校国际元素的重视程度越高，选择中外合作办学的概率越大；而学生对中学信息源的重视程度越高，选择中外合作办学的概率越小。其中，学生本身海外升学期望对学生选择中外合作办学影响最大。, 第三，作为社会资本的重要组成部分，本研究深入探讨了信息来源与信息内涵。关于信息来源，经主成分分析得出三个维度：亲友信息源、中学信息源及网络媒体信息源。经差异检验得出，与普通公办高校学生相比，选择中外合作办学的学生更看重亲友信息源，同时也更多采用亲友信息源和网络媒体信息源，尤其更多采用海外亲友、海外同学与网络社群作为获取信息的渠道。, 关于信息内涵，经主成分分析得出四个维度：学术资源、国际元素、经济支持及生活环境四个方面的学校特质。从学生对信息内涵的"重视程度"来看，经差异检验得出，选择中外合作办学的学生比普通公办高校学生更为看重学术资源与国际元素。进一步分析中外合作办学学生对20项信息内涵重要性排名发现，"教师的学术专业水平"与"提升自身学术能力"并列第一位，第三位是"有希望报读的专业"，第四位是"大学声誉与学术地位"，这四项均属学术资源维度；第五位是"国际化的教学理念"，属国际元素维度。另一方面，从学生感知的信息内涵"实践程度"来看，在学术资源、国际元素、经济支持与生活环境四个维度上，中外合作办学均高于普通公办高校。但是，中外合作办学本身进行纵向比较发现，学校提供的学术资源实际状况显著低于学生预期，尤其是学术资源方面的"教师的学术专业水平"与学生预期落差最大，这正是中外合作办学需要改进的地方。, 基于上述发现，本研究在"理论层面"有以下启示：首先，本研究将内聚式与桥梁式社会资本应用到探讨中外合作办学选择，发现家长与学生的期望与家庭择校参与作为内聚式社会资本，均对选择中外合作办学产生积极影响；而择校网络与学生的海外参与作为桥梁社会资本，并未如预期对选择中外合作办学产生直接影响。其次，本研究建构的"信息策略"在考察信息渠道的同时，借助信息内涵探讨学生选校时所关注的学校特质。另外，研究在"政策实践层面"有以下启示：首先，鉴于学生非常重视教师的学术专业水平，中外合作办学机构应努力提升教师队伍专业水平，健全教师聘任、培训及管理制度。其次，鉴于学生对国际元素尤为看重，中外合作办学亦应突出国际化办学特色，明确生源定位。再次，考虑到学生对大学声誉与学术地位的重视以及中学信息源尚未充分发挥宣传作用，中外合作办学亦应加强中外知名大学合作，树立良好办学声誉；同时增加信息宣传渠道，让更多学生、家长、中学教师等群体有机会客观深入了解中外合作办学理念与资源优势，理性做出升学选择。, In the context of globalization of higher education, the international mobility of students has been fully developed. The international mobility of large-scale higher education programs and institutions is also increasing rapidly. More and more learners are located in a country different from the one where the awarding institution is based. All these types of higher education study programs, or sets of courses of study, or educational services are regarded as transnational higher education (THE). In mainland China, transnational higher education is mainly embodied as Chinese-foreign cooperation in running schools (CFCRS), which is an alternative higher education choice for mainland students besides general schools in China and the overseas schools., This study aims to examine the factors affecting the mainland student choice of Chinese-foreign cooperative universities from the social capital perspective. The study is based on an empirical survey conducted in three cooperative universities and one public university in October and November, 2014. A total of 1349 questionnaires were collected with 714 from Chinese-foreign cooperative universities and 635 from general public university. A variety of statistical analysis methods are applied to address the research questions, including descriptive statistical analysis, T-test, linear regressions, and logistic regressions. The main findings include, First, compared with the students residing in suburb, the students residing in provincial capital or general city are more inclined to choose Chinese-foreign cooperative universities. Compared with the students whose father works in elementary occupation, the students whose father works as a professional, manager or businessman are more inclined to choose cooperative universities. Compared with the students whose family annual income is less than 50,000 CNY, the students whose family annual income is more than 200,000 CNY is more inclined to choose cooperative universities. Compared with the students with relatively less home possession, the students with more home possession tend to choose cooperative universities. Especially, the residence in provincial capital and father’s occupation as a businessman have significant impact on student choice of cooperative universities., Second, when background variables have been statistically controlled for, social capital still has significant impact on student choice of Chinese-foreign cooperative universities. Specifically, the higher the parental expectation for children’s overseas study and the more the parental involvement in school choice, the more the students are inclined to choose cooperative universities. Students who expect to study abroad, or expect to work abroad or in provincial capital, are more inclined to choose cooperative universities. The more highly the school characteristic of international element is valued, the more the students are inclined to choose cooperative universities. However, the more highly the information channel of high school is valued, the less the students are inclined to choose cooperative universities. Among these factors, students’ self-expectation for study abroad affects the most., Third, as an important form of social capital, "information channel" and "information content" are explored further. On one hand, results from principal components analysis indicated three dimensions of information channel, namely "relatives and friends", "high school", and "internet and media". Further analysis suggested that compared with public university students, Chinese-foreign cooperative university students valued the channel of relatives and friends more highly, and were more likely to get information from "relatives and friends", and "internet and media", especially from their relatives and friends abroad, peers abroad and cyber networks., On the other hand, results from principal components analysis also identified four dimensions of information content, namely "academic resources", "international elements", "financial support" and "environment and life experience". Among these four aspects of information content, "academic resources" and "international elements" were much more valued by cooperative university students. Further analysis on the 20 items of information content indicated that for cooperative university students, the top five most important school characteristics were in order, "professional teacher", "academic improvement", "favorite major" and "school reputation and academic status", which were part of "academic resources", and the last was "international education philosophy", which was part of "international elements". Besides, cooperative university students perceived significantly better than general public university students about what the school provided for them on whichever dimension of the information content. Nevertheless, for cooperative university students, "academic resources" was the major aspect on which they perceived significant discrepancy in what they valued and what were provided, especially on the item of "professional teacher". This provides insights for Chinese-foreign cooperative university to improve in the future., Based on the above results, on the theoretical level, the study first employed the concept of bonding and bridging social capital into the higher education choice. It is found that parent and student expectation and parental involvement in school choice, as bonding social capital, all positively affect the mainland student choice of Chinese-foreign cooperative universities. However, as bridging social capital, neither target school network nor overseas engagement affects the student choice as predicted. Second, the concept of information strategies was constructed to explore the school characteristics. It is composed of information channel (where a student gets the information on school characteristics) and information content (what school characteristics are highly valued when a student make a school choice). On the practical level, the study shows that first, students place importance on professional teachers. Chinese-foreign cooperative universities should enhance teacher professionalism and quality through improving the systems of teacher recruitment, training and management. Second, as the international elements were highly valued by students, cooperative universities should keep their internationalized school characteristics, at the same time clarify their student market positioning. Third, in order to develop the school reputation and academic status, cooperative universities should facilitate the cooperation between domestic and international famous universities. In addition, since high school as information channel has not yet been positively effective, cooperative universities should boost the access to information for students, parents and high school teachers, etc., to better understand their educational philosophy and resource advantages and to make a rational school choice., Detailed summary in vernacular field only., Detailed summary in vernacular field only., Detailed summary in vernacular field only., Detailed summary in vernacular field only., Detailed summary in vernacular field only., Detailed summary in vernacular field only., Detailed summary in vernacular field only., 陳麗媛., Parallel title from added title page., Thesis (Ph.D.) Chinese University of Hong Kong, 2015., Includes bibliographical references (leaves 151-166)., s also in English., Chen Liyuan., http://library.cuhk.edu.hk/record=b6115373, Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/)

This thesis examines the extent to which the educational sovereignty of a less developed state can be sustained when it considerably expands its involvement with transnational education. The thesis focuses on the case of Indonesia, which, since independence, has increasingly drawn on the education programmes of foreign providers, especially the US, as it has pursued its development agenda. In this context, the growth in the prevalence and importance of transnational education has led to questions about its impact on Indonesia. These questions are centred on whether transnational education is a vehicle through which Western education influences affect both the cultures and educational systems of non-Western states through the one-way transfer of knowledge. The case of the Indonesia-US education relationship provides a unique situation for the study of transnational educational exchanges and questions of educational sovereignty. In this case study, based on in-depth interviews with key actors in the negotiation of Indonesia-US education agreements and a comprehensive review of the official documents and other relevant literature, the extent to which Indonesia’s educational sovereignty has been sustained through a period which has seen the strengthening the Indonesia-US education relationship, is examined. The research finds that Indonesian enthusiasm for access to US education resources and opportunities is tempered by sensitivity to the risk of losing control over educational programmes. Negotiations over educational agreements are characterised by the assertion of equal status by Indonesian officials and confidence in their ability to retain control. This thesis concludes that sustaining educational sovereignty depends on the ability of the state to negotiate and renegotiate the terms of the relationship with provider states.

This thesis examines the extent to which the educational sovereignty of a less developed state can be sustained when it considerably expands its involvement with transnational education. The thesis focuses on the case of Indonesia, which, since independence, has increasingly drawn on the education programmes of foreign providers, especially the US, as it has pursued its development agenda. In this context, the growth in the prevalence and importance of transnational education has led to questions about its impact on Indonesia. These questions are centred on whether transnational education is a vehicle through which Western education influences affect both the cultures and educational systems of non-Western states through the one-way transfer of knowledge. The case of the Indonesia-US education relationship provides a unique situation for the study of transnational educational exchanges and questions of educational sovereignty. In this case study, based on in-depth interviews with key actors in the negotiation of Indonesia-US education agreements and a comprehensive review of the official documents and other relevant literature, the extent to which Indonesia’s educational sovereignty has been sustained through a period which has seen the strengthening the Indonesia-US education relationship, is examined. The research finds that Indonesian enthusiasm for access to US education resources and opportunities is tempered by sensitivity to the risk of losing control over educational programmes. Negotiations over educational agreements are characterised by the assertion of equal status by Indonesian officials and confidence in their ability to retain control. This thesis concludes that sustaining educational sovereignty depends on the ability of the state to negotiate and renegotiate the terms of the relationship with provider states.

This chapter is drawn from a larger study which describes the experiences and perspectives of a group of Asian English language teachers who were also postgraduate students in a Master's program provided offshore in Vietnam and onshore in Australia by an Australian university. Case study data were gathered from the two sites through semi-structured interviews, related documents and primary texts. Finding relating to one of the key interview questions, which investigated Asian postgraduates' responses to Western educational discourses, form the basis of the chapter. Asian teachers reported feeling very influenced by pedagogical approaches which had originated in the West, and felt professional inspired by them to search for new, innovative teaching approaches. They also recognized the benefits of a synthesis of Western and local approaches. Despite occupying this "Third Space", however, Asian postgraduates reported feelings of inferiority, disruption, and frustration on both personal and pedagogic levels when attempting to work within Western discourses and, in some cases, when working alongside Western teachers. In this chapter I argue for greater recognition of what Asian teachers can offer in terms of ability to 'adapt' rather than to 'adopt' and 'recast' rather than imitate. This cultural and education acumen could form the basis for more dialogue between language teachers in the Asia Pacific region.

The notion of “equity” has long been a concern for educational systems around the world. However, little attention has been paid to equity in transnational education settings such as Australia’s international education industry and its ELICOS sector. This is despite their significance as major sectors of education. This mixed-method exploratory case study, situated in the critical research tradition, draws on secondary data (N = 425) from assessment records at an ELICOS institution, a survey (N = 28), teacher and student interviews and policy analysis, to unpack the construction of equity in ELICOS and to identify equity issues. In doing so, the extent to which there were differentiated and inequitable outcomes and experiences for different student groups at the case study site was investigated. The study found significantly differentiated academic outcomes between social groups at the case study site. While gender and age did not have a strong relationship with academic outcomes, differences between world region groups were highly significant in the majority of language skills. The student groups “Europe” and “Latin America” ranked the highest in speaking, reading and writing skills, while “Western Asia and Northern Africa” and “South Asia and Other Nationalities” predominantly ranked the lowest. In contrast to the disparities found in academic outcomes, only slight differences were found in the experiences of the student groups. In addition to disparate outcomes, assessment practices and limitations in meeting the needs of disparate-level classes were also identified as equity issues at the case study site. Drawing on a multiplicity of data sources, the study found that the notion of equity forms part of the assemblage of quality in ELICOS; however, policies such as the National ELICOS Standards (2011), the National Code (2007) and the case study site’s own polices, overlook the equity of outcomes and participation in their construction of quality, which consequen

Globalisation has been adding a permanent new dimension to the world of higher education. So-called transnational or cross-border education is conceptualized here as a complement to the well-established internationalisation process. The paper elaborates on major aspects of globalisation in higher education, namely changes in the degree mobility of students, recent trends in the international mobility of scholars and also the increase in cross-border provision of study programmes (“programme mobility”). Under the latter dimension, the paper focuses on the establishment of branch campuses and foreign-backed institutions and compares different national export and import strategies. After an overview of current globalisation “manifestations” has been provided, possible implications will be sketched as a conclusion.

While dual degree programs (DDPs) between Australian and Indonesian universities are expected to facilitate knowledge transfer (KT) between the partnering universities, little is known about how and what KT process taking place within DDP partnerships. Using an inter-organisational KT framework, this study investigated Indonesian universities’ rationales and outcomes of establishing DDPs and mechanisms facilitating knowledge transfer between Australian and Indonesian universities. Two Indonesian universities along with their common Australian partner university participated in this case study. Semi-structured interviews were conducted with 27 key university officers and pertinent university documents provided the main data. Both data sources were thematically analysed to identify emerging patterns. The findings suggest that Indonesian universities prioritised developing capacity to improve their international recognition more than the Australian partner. Consequently, the DDPs benefited the Indonesian universities through capacity development made possible by KT from the Australian DDP partners. KT processes occurred in DDP partnerships, particularly through curriculum collaboration, but they were more limited for the managerial area. Factors enabling the KT included both technology-aided and face-to-face communication, intention to acquire knowledge from the partners, capitalising on the unequal power relations to advance KT opportunities, and knowledge management system. The findings of this study suggest the importance of prioritising capacity development in DDP partnerships to enable KT, executing the KT stages to ensure institutionalisation of acquired knowledge into the university’s systems and policies, and maintaining financial sustainability of the DDPs to reach mutually beneficial outcomes between Australian and Indonesian universities.

In transnational education the place – in both an organisational and a geographic sense – in which educational decisions are made impacts on the academics involved and on student learning. The subject of this paper is learning and accreditation that takes place outside a home university through offshore branch campuses. A case study of two Australian Universities with offshore campuses in Sarawak, Malaysia was undertaken. Policies and procedures were reviewed and an empirical study of the experiences of academics involved was conducted. The study focused on who makes decisions about curriculum content, learning and teaching activities, design and provision of educational resources, and the assessment of student work. Consequences of the organisational relationships for academics involved and for student learning are examined in this paper. On the basis of the study a high degree of local control is recommended, at least for units of study that have operated transnationally several times.

The establishment of higher educational hubs in Malaysia and Singapore has spurred the growth of transnational education (TNE) offerings in Asia, and attracted several Australian higher education providers to set up branch campuses in these countries. In Malaysia, TNE is seen as contributing to economic targets by helping to decrease the outflow of students and currency, and by attracting international students to Malaysian shores (British Council 2012). The provision of higher education through TNE raises issues somewhat distinct from those arising with local provision of higher education. These include the balance of local and foreign educational decision making and its implications for academic staff and for the learning experiences of students. This paper is informed by ‘Learning without Borders: Leadership in transnational education and internationalization of curriculum’, an Australian Office of Learning and Teaching (OLT) funded project undertaken at Curtin University and Swinburne University of Technology, involving Australian campuses and branch campuses. The project investigated staff experiences, expectations and preferences on TNE issues including career path opportunities, teaching and learning implications. The project focused particularly on the development of recognition and support for leadership roles in transnational education and on internationalization of curriculum. The paper highlights some of the TNE and internationalization measures that might enhance staff experiences and student learning.

This paper presents a case study of how the international department of a business school in one Australian university organised staff induction to ensure academic quality assurance for Transnational Education (TNE) students in business courses. Discussed also are some of the organisational challenges brought about by distance, culture, language, pedagogic differences and practices encountered at various locations. Strategies emergent from a new staff induction program implemented by Curtin Business School (CBSi) international office informed the continuous improvement of the induction processes and quality assurance matters aligned to these. Of particular importance to the staff induction program discussed here are the approach to workloads and role clarity. Matters of quality assurance and equivalence of the learning experience for TNE students are also explored from the perspective of having operational practices that are universally understood and seamlessly applied across multiple campuses. The organisational learning from the program additionally led to the development of a readily updateable induction resource artefact (USB based) that was relevant to all locations, including the main campus. This staff-use artefact includes of a suite of text and video based resources detailing course materials, approved practices, protocols, and contact links. It is designed to act as the first point of enquiry for staff seeking further information or assistance with all aspects of their teaching and learning in CBSi transnational education courses.At the commencement of each teaching period, all staff teaching in CBSi courses are now issued with a copy of the USB, or for those already with a copy, have this updated via the web to reflect changes in unit coordinators or other important personnel contacts, course changes, or regulatory information. The USB format for this resource was chosen to ensure staff not having ideal internet access could still access the materials vi