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The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

This paper explores the use of a range of qualitative methods to measure learning gain of teaching assistants (TAs) in mainland China at a Sino-British University where the authors used to work. It uses a case study to report on an evaluation of TA training at the University, which is part of its Postgraduate Research Development Programme, to ascertain students' acquired skills and skills gaps. A key focus of this evaluation consists of exploring ways to measure learning gain for individual TAs. As teacher educators, the researchers delivered TA training, conducted specialist observations of TAs' teaching practice, as well as a series of 'Learning to Teach' groups. Measuring individual learning gain of TAs occurred during the semester and at the end of the semester. Criteria and measurements were tested to explore how learning gain of TAs could be measured in a Chinese higher education context. Implications outlined in this paper could be useful for TA training in higher education settings. Key findings include that evaluation of learning gain should occur at different points in time, as well as be continuous, consistent and comprehensive. In other words, multiple approaches, including both quantitative and qualitative methods, could capture a more objective picture of TAs' learning gains.

Purpose: Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna. Design/methodology/approach: Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis. Findings: Findings reveal that these "voluntary" placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development. Originality/value: Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

This paper explores what the measures of utterance fluency typically employed in Automatic Speech Evaluation (ASE), i.e. automated speaking assessments, tell us about oral proficiency. 60 Chinese learners of English completed the second part of the speaking section of IELTS and six tasks designed to measure the linguistic knowledge and processing assumed to underpin second language speech production. A sample of eight native speakers rated the learners' oral productions for functional adequacy. Analyses of the data confirm: (1) articulation rate, mid-clause pause frequency, and repetition frequency predict functional adequacy, (2) breadth of lexical knowledge is the main predictor of articulation rate as well as functional adequacy, (3) speed of syntactic processing predicts end-clause pause duration and speed of lexical processing predicts mid-clause pause duration, and (4) measures of utterance fluency together account for 60% of the variation in functional adequacy scores. These findings suggest that articulation rate best reflects overall functional adequacy. Moreover, other measures of utterance fluency reflect different areas of underlying knowledge and processing, opening up the possibility of automating diagnostic speaking tests.

Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters' students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of 'relational pedagogy'. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students' significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students' suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students.

Emotional intelligence is a way to enhance workforce capability in the 21st century. Psychological well-being is vital for shaping faculty and student relationships in the educational sector. This article aims to provide an updated methodological review of emotional intelligence studies in academia. This study investigates two decades of emotional intelligence concepts and theories they have used for analysis in numerous studies in higher educational academia. A detailed examination of the method and result of the study was found and critical of the overall state of knowledge on emotional intelligence. The documents are extracted from the Scopus database, and after inclusion and exclusion, 43 empirical papers were selected for analysis. From these 43 articles, we extracted the scale and instruments used in the earlier studies. The literature has proven a substantial linkage between variables such as e-learning, training, and development. Finally, the findings suggest that the most used theories are Daniel Goleman's theory, trait emotional theory, and the bar on model. Moreover, most of the studies are conducted in Spain, the UK, and the USA. Deep learning, neurodiversity, and cognitive ability might motivate the educational sector and technological advancement in future research.

Purpose: The purpose of this paper is to investigate the legal issues of simultaneous Internet transmission of broadcasting programs of the Open University of Japan (OUJ) and to take legal measures to promote the mutual utilization of open university courses in Japan, the UK, China and Korea. Design/methodology/approach: The author examines the legal relationship regarding Internet simultaneous distribution of broadcast courses at the OUJ. The author then considers the legal relationship between the UK, China and South Korea regarding the simultaneous transmission of broadcast courses over the internet. Based on that consideration, this paper clarifies legal measures to promote its utilization. Findings: Internet transmission of broadcasting courses will be webcasting. Arguably, it can be assumed to be streaming and on-demand, albeit controversial. Webcasting will be publicly transmitted, but there is only an on-demand provision for Internet transmission. As webcasting is streaming and on-demand, it involves reproduction of broadcasting courses. Therefore, webcasting needs to provide streaming provision for public transmission rights and associate them with reproduction right. Originality/value: The originality of this paper lies in clarifying the legal response of the object, subject and rights of webcasting from the perspective of the OUJ, in order to dispel legal problems that may arise in the future against this unexplored phenomenon. Additionally, this paper is valuable in that it presents legal consistency from the point of view of the comparative laws of Japan, the UK, China and South Korea, based on an examination of the legal response in Japan.

Situated within the changing dynamics of international student mobility, this paper explores the meaning of transnational in-between identity. The empirical evidence is based on the key findings of a four-year qualitative study on Chinese students who returned from the UK after completing their university degrees. The paper argues that transnational in-between identity is a fluid and diverse process of self-formation through which agency interacts with the four key dimensions of intercultural competence, reconstruction of locality, diaspora consciousness and mixed senses of belonging. The conceptual contribution of this research is that it combines transnationalism, a theory normally confined to the field of migration studies, and the concept of in-betweenness, derived from intercultural adjustment, to investigate the identity changes experienced by student returnees.

AACSB adopted new and revised standards in 2020 that require business schools to demonstrate positive societal impact through internal and external activities. While many schools are already engaged in such activities, there seems to be no agreed-upon conceptualization or measurement of societal impact. This paper aims to help business schools organize, measure, and demonstrate their efforts to create positive societal impact and thus meet the updated AACSB standards. By using data from semi-structured interviews, this paper identifies different dimensions of positive societal impact and offers enablers and barriers in business school efforts to create such societal impact.

The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.

The purposes of this paper are to investigate Taiwanese undergraduate students' responses to a selected fictional text, and to propose a critical intercultural pedagogical approach of reading global literature in the EFL educational context based on the insights from the research findings. The authors first critically analysed Xiaolu Guo's third novel, "A Concise Chinese-English Dictionary for Lovers," in terms of Occidentalism, in order to unpack the ideologies underlying her representation of the British and the Chinese. The analysis of the text was conducted through a qualitative approach of critical content analysis. After that, a semi-structured interview was adopted to scrutinise Taiwanese undergraduate students' perceptions of the ideologies underlying the fiction. The analysis of the text identified three themes of British-Chinese binary opposition together with the juxtaposition of ethnocentric Occidentalism and reverse Occidentalism. The findings obtained from interviews indicated that two of the three dichotomies, i.e. individualism versus collectivism and cosmopolitan versus rooted, underlying the fictional text were commonly perceived by the interviewed undergraduates while they had diverse views on the second dichotomy, sexual freedom versus sexual reticence. Furthermore, some students? responses to the fiction signified a subtle, implicit and delicate form of reverse Occidentalism. Based on the above research findings, the authors configured a critical intercultural pedagogy for raising students' capability of decoding and deconstructing Occidentalist ideologies underlying global literature.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

Teaching practice plays an important role in preparing future teachers. More and more countries pay attention to teaching practice in teacher education and take measures to improve the system of teaching practice. This paper examines the characteristics of teaching practice through the perspective of comparative analysis, comparing the situations in China, the UK and the USA. The different characteristics are presented, particularly in the goal of teaching practice, the duration of the internship and the cooperation system among education administration departments, universities, and schools. Some suggestions are proposed to improve teaching practice generally based on experience of these three countries. As such, it provides insight into practice for policymakers and academics in the field of teacher education.

This paper employs the innovative method of Elicited Metaphor Analysis to present original research in Malaysia into students' metaphors for 'language'. We summarize reasons why language and first/ second language learning are centrally important in education, and show patterned features of language metaphors in proverbs and in teacher talk about literacy. These may be one strand of student socialization into language-literacy conceptions. We then report our study of 408 university students in Malaysia who gave 977 metaphors for 'language'. Using a socio-cultural extension of conceptual metaphor theory from cognitive linguistics, we analyse these data into thematic clusters and metaphor networks of meanings. In student voices, this presents a surprisingly rich picture of language and shows evidence of linguistic meta-functions: student metaphors for language can be seen not only cognitively with affective and socio-cultural meta-functions, but also with moral-spiritual and aesthetic functions. These meta-functions accord with some educational theories. To show wider insider metaphor perspectives we cite our research with 'teacher' and 'learning' metaphors in Malaysia, and 'language' findings from China, Iran, Lebanon and the UK. The metaphor meanings and meta-functions broaden our conception of language as a medium of learning with strong implications for the teaching of languages and literacy.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning.

This paper investigates how inner speech in English as a foreign language (LX) and Chinese first languages (L1s) of 425 multilingual Chinese university students in the UK is affected by their stay. An eight-item scale was developed to cover two different discourse domains for inner speech, namely the academic and the general domain. LX socialisation was operationalised as frequency of English use in daily life, sociocultural adaptation, previous immersion, and length of stay. Factor analysis of the quantitative data combined with participants' reports show that English inner speech develops gradually in the academic domain and general domain, suggesting that the Complementarity Principle applies to inner speech as much as articulated speech (Grosjean, "Bilingual: Life and reality." Harvard University Press, 2012). Frequency of academic English inner speech is linked to higher level of LX socialisation, namely frequent use of English in daily life, a higher level of sociocultural adaptation, and having had previous immersion. However, sociocultural adaptation had no effect on the frequency of general English inner speech.

This paper provides an analysis of the literature on transnational education to identify the key challenges and success factors for the sustainable operation of transnational higher education (TNE) programmes as perceived by key stakeholders. Probing the stakeholders' perspectives and applying a systematic approach, this study analyses 227 English-written articles retrieved from the Web of Science database published from 2000 to 2021. Key challenges identified include difficulties in managing the TNE programmes, ensuring quality assurance, adapting the curricula to the local contexts, accommodating offshore students' learning styles, creating studying environments for TNE students equivalent to those in the home institutions, ensuring preparedness of the academic staff, and facilitating the knowledge transfer in the host countries. The analysis also highlights six factors for the sustainable development of TNE programmes, including the effectiveness of the operations, the internationalization of the curricula, the transnational experience of the students, the development of the transnational staff, the existence of a proper regulatory framework in the host countries, and the development of a global systematic data collection for quality assurance. In addition, the evidence collected suggests that while the transition from domestic into a foreign programme can be rewarding, it demands appropriate planning and implementation.

This paper explores the understudied topic of international student sojourners' emotional intercultural competence in higher education by analysing Chinese postgraduate students' experiences of managing their emotions evoked during intercultural communication at a British university. Through ethnographic interviews, this study examines how students construct their emotion-management experiences as well as the effects of social interaction on the construction processes of these experiences. The findings shed light on the motives and pathways for deploying specific emotional intercultural competencies in practice. Furthermore, the findings manifest the central role of the interplay between individual agency and societal forces in shaping the substances, facilitators, constraints, two-way interactivity and dialectical tensions of emotional intercultural competencies that unfold in specific interpersonal, moral and structural contexts. By representing competence as a repertoire of action strategies performed by individuals to address their important concerns and by illuminating the meanings of competence in particular environments at particular moments, this study moves beyond the traditional 'list' approach which largely conceptualises competencies as fixed, individual-based and universal entities. The study emphasises the importance of taking a holistic, process-oriented, context-based and dialectical perspective in developing a deeper level of competence for empowering individuals engaged in intercultural communication. In addition, this study discusses practical implications regarding the development of emotion-management strategies towards competence for intercultural education in higher education.

This paper investigates the role of interpreters in addressing cultural differences in the context of a cross-cultural collaborative teacher professional development project. Based on positioning theory, this study employed interpreter-mediated interactions and interviews to reveal the complex roles that interpreters played when interpreting culture-related terms. Findings revealed that interpreters' roles were shifting between those of transmitters of information, cultural insiders and constructors of shared understandings between interlocutors. Notably, the lack of training in this specialised field obliged interpreters to rely mainly on their personal experiences to judge which role they should play in the face of cultural differences.

Despite the rapid development of TNHE over the past decade, research studies on students' perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students' perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students' experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China.

This paper reports on a study of the influence of Liberal Arts Education (LAE) on the self-perceived employability of Chinese students from a Sino-foreign university (University A). Although STEM education occupies a central focus in many universities in mainland China, interest in LAE has emerged as an educational philosophy and model of practice that carries the breadth and depth of a global foresight. Few studies, however, have examined the actual impact of LAE experience on graduate outcomes and their employability. Micro-level data on individual perspectives and experiences with LAE are largely absent in the current literature, particularly in relation to their employability. The research herein presented is a qualitative, in-depth study of a sample of students who pursued a first degree in University A. It uncovers the influence and role of the LAE ethos in individuals' school-to-work transition processes. Semi-structured interviews were conducted with senior students, fresh graduates and faculty members, together with feedback from career counselors and employers. Bourdieu's Theory of Practice is used to interpret and analyze the collected responses. Four themes of how LAE affected these individuals' employability were identified: (1) Achieving initial employment; (2) Improving workplace performance; (3) Enhancing employment opportunities; (4) Making social contributions. Based on the empirical findings of this case study, the author concludes that the experimentation of LAE at University A has laid a solid foundation for individuals' employability and their transition to the workforce. In an age of change, "suzhi" and "comprehensive qualities" promoted by the LAE philosophy can be vital for a person's lifelong development as well as the betterment of Chinese society.

An increasing number of Chinese students pursue their higher education degree in an overseas university. This research paper sets out to raise a discussion about some of the major challenges that such Chinese postgraduates might experience when studying at universities in English speaking countries drawing from ethnographic and sociological perspectives. The paper seeks to enhance understanding of a growing phenomenon amongst student communities in Higher Education institutions in English speaking countries. The challenges faced by Chinese students can be disorientating and stressful but overcoming them can lead to opening up of a range of opportunities from which the students can benefit particularly after they have graduated from their study. As many HE institutions come to depend upon the growing number of Chinese students enrolling with them the paper touches upon an issue of cross national concern. Both authors have experience of students seeking to study in English-speaking countries. They are currently pursuing research at the Institute of Education, University College London. The present paper is drawn from a wider programme of research into student exchanges and flows.

This paper, a rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" by Marx et al., suggests glancing at practices outside the United States to get some perspective on the nature of the problem of why so little emphasis is placed on teaching preparation in business doctoral programs prior to rushing off to run teaching development programs for doctoral students. Most training for university teachers round the world, and certainly the most extensive, sophisticated and demonstrably effective training, occurs after academics take up their first academic position. The United States is almost unique in not taking "in-service" training of university teachers seriously and relying largely on "preservice" training of graduate teaching assistants (GTAs). It is difficult to disentangle issues concerning the adequacy of preparation of future academics from the general context of values and rewards, from the nature of dominant performance indicators in teaching and research, and from the national context of the higher education market. This paper suggests that much of the Marx et al. article could have been written about any aspect of trying to improve teaching within systems where the market is driven by reputation, and where reputation is not about teaching--and it has been said many times before. To bring about much change in U.S. universities it may be necessary to change what reputation indicates, though that is a tall order. The phenomena described with such outrage are in large part a feature of North American higher education and are by no means universal or inevitable. [For "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?," see EJ1112595.]

Using the Internationalization of the Curriculum (IoC) model, this study analyses postgraduate educational programmes that contribute to internationalization in higher education at British and Sino-British transnational universities. The purpose is to explore postcolonial curricular design influences and opportunities. The study identified patterns based on content analysis of twelve programmes' goals, approaches, and course listings. The findings reflected noteworthy similarities with limited emphasis on the emerging paradigmatic shift of IoC. The study invited one programme director from each type of university to speak about the design intentions from an insider's perspective. The discovery was that both types of universities were driven, in part, by a response to global market trends rather than an ideological postcolonial design imperative. Semi-structured interviews of postgraduate Chinese students in the Sino-British university's programme were conducted to understand students' perceptions of learning and former pedagogical experiences. Students appreciated opportunities to explore indigenous knowledge and experiences to make the curriculum relevant and meaningful. They expressed a clear need to conduct independent discoveries without necessarily following the patterns established by Western scholars. The paper offers suggestions for constructing postcolonial learning environments. Implications for educational practices are discussed.

Public engagement is recognised as having an increasingly important role in the changing landscape of higher education in the United Kingdom (UK), and is promoted as a 'pathway to impact' by many higher education funding bodies. However, there is limited evidence to support the outreach and impact gained by higher education institutes that undertake international public engagement activities. Similarly, little is known about higher education staff and student's experiences of participating in such public engagement activities. This study focusses on a Global Festival of Learning (GFoL) in delivering public engagement on an international stage through an integrated approach involving the fusion of education, research, and professional practice, and the perceived impact on staff and students. This paper proposes an adaptive model for public engagement founded on five strategic public engagement areas that can be transferred to other higher education institutes with an interest in developing their international outreach and impact.

Introduction: Open access to digital research output is increasing, but academic library policies can place restrictions on public access to libraries. This paper reports on a preliminary study to investigate the correlation between academic library access policies and institutional positions of openness to knowledge. Method: This primarily qualitative study used document and data analysis to examine the content of library access or use policies of twelve academic institutions in eight countries. The outcomes were statistically correlated with institutional open access publication policies and practices. Analysis: We used an automated search tool together with manual searching to retrieve Web-based library access policies, then categorised and counted the levels and conditions of public access. We compared scores for institutional library access feature with open access features and percentages of open access publications. Results: Academic library policies may suggest open public access but multi-layered user categories, privileges and fees charged can inhibit such access, with disparities in openness emerging between library policies and institutional open access policies. Conclusion: As open access publishing options and mandates expand, physical entry and access to print and electronic resources in academic libraries is contracting. This conflicts with global library and information commitments to open access to knowledge.

In the construction of "Double First-class" universities, how to establish an evaluation system of universities' scientific and technological innovation capacity with Chinese characteristics and international standards will determine the direction and level of improvement of Chinese university?s technological innovation capacity. The system of scientific and technological innovation in university is a complex system, and the existing evaluation index and evaluation system may be difficult to meet the actual needs of the national construction of "Double First-class" universities in the new situation, so the evaluation index should be a breakthrough and innovation. This paper probes into the existing problems in the evaluation system of scientific research in China, systematically investigate the common and different features of scientific research evaluation in Britain, America, France and Australia, puts forward the new connotation of the structure dimension of Chinese universities 'scientific and technological innovation capacity, and points out the basic criterion of constructing the evaluation system of university scientific and technological innovation capacity: First, design of indicators should reflect the development trend of the world, and reflect the cultural characteristics and historical background of Chinese universities. Second, it is necessary to according to the "world standard", reflect the value orientation and practice standard of Chinese university construction. Third, taking differentiated design and establishing a classification evaluation standard. Fourth, the evaluative dimension should reflect the diversification of the evaluation's content, especially considering to optimize overall scientific research ecology.

In 2004 the University of Nottingham opened its branch campus, the University of Nottingham Ningbo China (UNNC). Degree-awarding powers for UNNC remain with the UK, but there is recognition that Nottingham must understand the specific context of its Chinese branch; provision therefore operates according to the principal of equivalence rather than of replication. This paper explores stakeholder attitudes towards the University?s Nottingham Advantage Award. This is an extra-curricular programme designed to support students in the development of their "employability?. Launched in the UK in 2008, it was piloted at UNNC in 2010-11 and has now completed its first full year of operation. Twenty-three interviews were conducted with staff and students at UNNC. These were analysed alongside interviews carried out in the UK and with reference to the research literature. This provided an understanding of the role of the Award overall and in the UNNC context. The study shows that while stakeholders hold broadly similar views in the UK and China, there are subtle differences of emphasis concerning the understanding of, and responsibility for, learning for employability. In addition, a group of China-specific themes emerged from the UNNC interviews that indicated recognition of the need to differentiate priorities and provision for each site. The paper concludes that the challenge for the Award at UNNC is to serve both global and local agendas and that it should strive to reduce the "information asymmetry? existing between stakeholders to promote effective graduate employability.

This paper tries to examine how higher education in China and Britain has been affected by market forces between the mid-1980s and the mid-1990s, from three major issues. Comparing the experiences of both places, the paper argues that unlike the case of British counterpart, where marketisation of education has shifted to a corporate management approach, the Chinese experience can be argued as being the government's attempt to use market forces and new initiatives from the non-state sectors, rather then an ideological shift to managerialism and its practices.

While not the only motive for Chinese students to come to study in the UK, employability must be one key factor. Yet there is relatively little research on perceptions among students, employers and teachers of how studying in the UK impacts employment prospects. This paper seeks to compare the views of these stakeholders on what are the essential skills needed for employability and whether these match those gained through study abroad. The data used was from an online questionnaire. The data showed that while there seemed to be some agreement about what skills were valued for employability and about what was learned in studying in the UK yet there was quite a strong mismatch between the two. Free text responses to the survey confirmed from previous research that reverse culture shock and work experience issues were important barriers to employability. They also revealed some types of challenge not identified or given emphasis before such as a reverse language shock and a misalignment between the timing of recruitment rounds and study in the UK. The data also confirmed the relative weakness of career advice for international students.

This Forum explores the impact of the COVID-19 pandemic on the Higher Education (HE) sector through the experiences and perspectives in China, Malaysia and the UK, with schools and universities closed and teaching moved online with very short notice. Authors were given an open brief as to the nature of their contribution, reflecting the still evolving 'pandemic pedagogy' phenomenon. Reflecting different national contexts reified in the emergency response to education disruption, the three perspectives in this Forum individually and collectively shed light on the implications of contrasting states of university governance and overall HE development.

This study explores a multimodal approach to teaching contemporary Chinese culture to foster university students' intercultural awareness and intercultural communication competence via a third space. Two universities in the UK took part in the study where the course contents moved from static notions of culture-as-fact in terms of national traditions to digital presentation of and live discussion about contemporary China. The pedagogy includes discussing Chinese celebrities' digital videos and films on digital platforms, and students' digital presentations in multimodal modes. Findings from students' comments in the module evaluations, students' reflective essays, and lecturers' observations prove the viability of this approach, and the data analyzed via themes address the function of the third space, the application of multimodality, and approaches to intercultural awareness and intercultural communication competence. The paper suggests that multimodality can be an effective approach to advancing theory and practice in future contemporary culture teaching.

Pointing out that language policy negotiations in classroom discourse are an understudied kind of "language-related episode", and proposing that Tim Ingold's notion of "meshwork" dissolves a boundary that typically encloses their analysis, this paper examines how a rich and indicative example of student group interaction on a British university campus in China becomes interwoven with multiple threads, including: different languages, Korean pop dance moves, coffee from the campus Starbucks, and the teacher's repeated attempts at English-Medium Instruction policy enforcement. Our example was discovered in corpus recordings of group activities during classes in English for Academic Purposes, then transcribed for embodied activity (primarily speech and gesture) and further explored in relation to the multiple threads which visibly and audibly became involved. Analysis of the episode shows how students' "relational-languaging" behaviours must negotiate, respond, and adapt to the policy enforcement, illustrating some of the tensions immanent to the transnational higher education experience.

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues' experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author's own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution's curricula.

Since 2000, the number of students trained abroad has increased 100%. This statistic shows how not only many students but also how future employers value this training. It gives students an additional skill, which can be called "internationality". Accordingly a large number of countries intend to rapidly increase the number of students studying abroad. This trend leads to a model of international student mobility that would be perfect if, first, all students could benefit from it; second, if this model did not create some inequalities; and finally, if it did not cause some distortions in the world that may be economic or academic in nature. This paper shows that this is not the case. It is therefore important to analyse these phenomena in order to find solutions to improve the current model of international student mobility.