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This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education. • -Most common research themes: multiple identities, discursive positioning, ideological construction and experiential construction. • Research focuses more on identity-in-discourse than identity-in-practice. • Little known about the link between language teacher education and language teacher identity. • Lack of perspectives of others, such as teacher educators and mentors, on LTI. [ABSTRACT FROM AUTHOR]

We investigated patterns of teacher policy reforms in eight countries – Denmark, Finland, Norway, and Sweden in the Nordic group and Japan, Singapore, South Korea, and Taiwan in East Asia. Using the Reforms Finder of the Organization for Economic Cooperation and Development (OECD) and the World Education Reform Database (WERD) to identify teacher-related reforms, we found all nations focused on the improvement of teacher quality as a common vision for education, but no nation implemented a "coherent" set of policies that addressed all phases of teacher professional trajectories. Some regional effects in policy emphasis with regard to education, certification, working conditions and long-term professional development were noted. • These nations are actively engaged with with transnational education or policy organizations. • All nations passed teacher-focused policies to improve teacher quality. • Nordic countries focused more on the initial stages of teacher careers. • East Asian countries pay more attention to the later stages of teacher careers. • Significant national and regional variation exist in teacher-focused policies. [ABSTRACT FROM AUTHOR]

This study uncovers the effect of income inequality on terrorism, delineated with four distinct markers: domestic, transnational, uncertain, and total, respectively, intermediated with the role of human capital, on a panel of 34 African countries, over the period 1980–2012. Thus, rather than presenting correlation analyses implied by exploratory analytics among these key variables of interest, this study further employs a zero-inflated negative binomial regression estimator due to the preponderance of zero values of the terrorism data. The following findings are consistently established. First, income inequality remains a substantive predictor of terrorism across the model specifications, with the exception of transnational terrorism. Second, human capital variables exert a positive first-order effect on both domestic and total terrorism. Third, the marginal impacts of interactions between human capital measures and income inequality indicators are negative at the higher levels of educational attainment. These findings remain robust in the presence of endogeneity concerns, time and country-specific effects, alternative estimators, and regional effects, respectively. On the policy front, eliminating the gaps in income inequality remains an effective policy antidote to quell the ember of angers and frustration that may aggravate into arm taking by the aggrieved. [ABSTRACT FROM AUTHOR]

• Academic staff often experience pedagogic dissonance when first teaching in another country. • They adopt classroom and curriculum strategies to address these challenges. • These strategies are shaped by their own experiences, student diversity and institutional context. Drawing on material from qualitative research with Chinese academics in a UK university and British academics in the Chinese branch campus of that university, this paper places pedagogy at the centre of geographical debates about mobility and the internationalisation of higher education. In particular, it moves beyond the usual focus on the mobility of pedagogy in schools or the teaching of international students in higher education to consider how pedagogic practices are embodied in mobile academic staff, within particular classroom and wider institutional environments. These individuals bring their prior experience of teaching and institutional cultures to a new environment where they come up against approaches and pedagogic practices which may clash with their beliefs about good teaching. This pedagogic dissonance may create feelings of frustration or insecurity, but may also provide opportunities for creativity and self-reflection. The paper focuses on three aspects of pedagogic practice: classroom interactions, language and assessment. The focus on the embodied nature of pedagogic practice extends geographical debates around academic mobility, hierarchies of knowledge, and the internationalisation of higher education. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the evolution of education hubs over the last two decades and revisit the question as to whether they are a fad, brand or innovation. Key features of ten different education hub countries, at different stages of development and sustainability, are analyzed leading to the identification of contemporary trends and challenges for student, talent/workforce and knowledge/innovation hubs. Given that education hubs are a seriously understudied phenomenon, critical issues relating to potential impact of geo-political instability, recognition of credentials, quality assurance, recruitment and retention of students for workforce and transition to knowledge economy, collaboration and/or competition between local/foreign actors, research integrity and knowledge security, private ownership/funders of branch campuses, will be of interest to policy makers, academic leaders, and researchers/scholars. [ABSTRACT FROM AUTHOR]

• Hierarchisation of languages in national educational policies. • Language and multilingualism in neoliberalising schools. • Relations between language education policy and practice. • Suggestions on how to support teachers in implementing transnational and translingual practices. In this commentary, I will draw together some of the most interesting points from the diverse papers assembled in this special issue and bring them into conversation with current research on language education policy and practice. I will focus on three key ideas that emerged from the theories, methodologies and data presented: (1) the complex hierarchisation of languages in national educational policies, (2) language and multilingualism in neoliberalising schools, and (3) relations between language education policy and practice. In concluding, I will make suggestions on how to support teachers in implementing transnational and translingual practices. [ABSTRACT FROM AUTHOR]

Transnational higher education, in all its varied forms including offshore campuses, is a huge business, especially in relation to China. As at 2019, nine foreign universities had established campuses in China. Although generally this might be desirable, the social impacts of these campuses on local communities are overlooked. Transnational campuses take a long time to establish, and they experience delays and changes in participating parties, which creates anxiety and uncertainty for host communities. We consider the social impacts, as perceived or experienced by local residents, that arose from the attempted establishment of a transnational university campus in Yantai, Shandong Province, China. We consider how impact history and changing project plans affected residents. A major impact was prolonged uncertainty, especially now that the University of Groningen has cancelled its plans for a campus in Yantai. People felt confused about their future and some had lost trust in news about the project. Excessive expectations, impact history, changing plans, and impacts from urbanization processes generally have led to mixed feelings about the proposed campus. However, most people were willing to have a university campus nearby because they thought there would be benefits, even though they also considered they would experience negative impacts. • University campuses create positive & negative social impacts on local communities. • Stop-start projects affect trust and ability to obtain a social licence to operate. • Impact history and changing plans affect people's views about a project. • Lack of transparency leads to rumour, anxiety and excessive expectation. • Yantai people approved of the campus because they thought they would benefit. [ABSTRACT FROM AUTHOR]

This paper updates a review of offshore enrolments of overseas students registered for undergraduate and postgraduate degrees at British universities which was undertaken in the mid-1990s. Two main conclusions can be drawn from this review update. First, the future prospects for transnational higher education in the UK are quite uncertain. In particular, the growth of offshore overseas students has declined significantly during the last five years or so and overall enrolments could fall appreciably during the next five-ten years. And secondly, in the face of low financial returns to the bulk of offshore courses coupled with other non-financial factors, UK universities are increasingly rationalising/consolidating their offshore provision. In particular, among those universities which are in a position to do so, more emphasis is being given to higher-return collaborative courses with overseas partners. [ABSTRACT FROM AUTHOR]

Abstract The Rwandan government mandated in 2008 that its education system would cease to be French-medium, and instead become English-medium. Both the government and the media have represented this decision as economically-motivated: specifically, it has been claimed that an English-speaking workforce will be necessary to compete on the world stage. But the relationship between the politics of language in transnational capitalism and Rwandan language policy has yet to be analysed from a critical Marxist perspective. The purposes of this article are two-fold. By engaging with Virno (2007) and Ives' (2016) rearticulations of Marx's theory of the 'general intellect,' it aims to demonstrate that this concept necessarily includes an engagement with English in the context of cognitive capitalism. In applying the concept of 'general intellect' to the dynamics of 'global' English, this piece attempts to elucidate the role of the capitalist system in encouraging the spread of English, with a focus on the Rwandan context. This article demonstrates that Rwanda's education system has been reorganised according to the particular form of the 'general intellect' that is required by transnational capital. Specifically, this framework casts English as a particularly important cognitive skill. Crucially, Marx's theory allows us to discuss the construction of 'selective intellectuality' in Rwanda, and to demonstrate that this entails the reproduction of class-based hierarchies determined in part by access to capital, and access to English. Highlights • Policies that aim to foster English competence are informed by the global economy. • It is crucial to consider 'global English' in relation to transnational capitalism. • In EMI schools, English itself forms a barrier that only the well-off can overcome. • In Rwanda, the education system creates an English-speaking élite. [ABSTRACT FROM AUTHOR]

This article draws from a three-year ethnography with elementary school students from mixed-status Mexican immigrant families in Pennsylvania to explore the ways that they imagined potential childhoods and schooling in Mexico. Through attention to their stances and deictic choices during school-based talk, our findings reveal how going to Mexico was positioned as a permanent departure, and one that students often named as occurring soon, despite the fact that repatriation was extremely rare. We show how understanding children's discursive constructions of their imagined binational lives provides a mechanism for children to discursively try on and become familiar with an unfamiliar childhood, and thus, make such childhoods more inhabitable if they were to move to Mexico. We argue that understanding these processes is particularly important in increasingly anti-immigrant climates in which children from undocumented families may be facing possibilities of repatriation due to immigration policies. [ABSTRACT FROM AUTHOR]

Focusing on three American 1 students with histories of using non-standard Mandarin, this study uncovers the ways in which bi/multilingual learners may engage in negotiations of accent and identity when they study abroad and encounter different sets of language standards. The promotion of standard Mandarin in mainland China is achieved through a clear set of linguistic standards that prescribe how Mandarin should sound. However, in Chinese diaspora communities in the U.S., multiple norms continue to co-exist. Drawing from the language socialization theory, this study focuses on how these students and their Chinese hosts use or reject one stereotypical nonstandard Mandarin feature, the retroflex/dental merger, in their everyday discourse. The findings illustrate how they become socialized into the concept of standard Mandarin while studying in China. As they responded to the notion of standard in divergent ways, the results highlight study abroad as a potential space for bi/multilingual learners to (re)interpret and (re)negotiate accent and identity. [ABSTRACT FROM AUTHOR]

• The Singapore state changed its strategic role in engaging with foreign universities. • Singapore moved from importing global knowledge to fostering local skill formation. • More recently set up offshore campuses are more embedded in local skill formation. • Offshore campuses with high levels of embeddedness serve specifically local functions. With operating offshore campuses, universities perform key education and training functions in regional economies worldwide. Few studies have acknowledged universities' expanded role in knowledge and skill formation as both local providers and transnational managers of education and training. Not enough is known about the embedding of transnational universities in local skill formation and varying levels of embeddedness, as well as about the role of hosting states therein and consequences for local economies. This paper addresses this gap in the context of the city-state of Singapore, exploring how skill development at foreign universities has been locally embedded, and why this embeddedness of offshore campuses in local skill formation has changed over time. Empirical evidence is drawn from semi-structured interviews with managers of foreign university subsidiaries. It is found that the Singapore state has changed its role in engaging with foreign universities, from a first phase of importing 'global' knowledge in teaching and training to a second phase of strengthening 'local' knowledge and skill formation. With being distinctively more embedded than older offshore campuses, recently established subsidiaries perform specifically 'local' functions in Singapore's progressing knowledge-based transformation project. The paper provides better understanding of varying/changing levels of offshore campus embeddedness and the interconnections between changing roles of the state, integration of foreign universities and regional development. A further contribution lies in presenting a conceptualisation of offshore campuses with high levels of embeddedness, helping shed light on the dynamics in local skill formation and in foreign actors' functions for the regional economy more generally. [ABSTRACT FROM AUTHOR]

The study aim was to explore educators' perceptions of their experiences of participating in transnational education in nursing. In an increasingly globalised world, involvement with the delivery of transnational education has become commonplace across the international higher education sector. In recent years, transnational education within the academic discipline of nursing has developed at pace, evolving in response to a global need to invest in nurse education, address nursing shortages and strengthen nursing leadership. However, despite acknowledgement that transnational education is a complex activity that needs to be more fully understood, research specifically exploring transnational education in nursing is scarce, as previous studies predominantly focus on other academic disciplines. The study addresses this knowledge gap, advancing understanding of transnational education in the context of nursing. The study was positioned within the interpretivist paradigm and underpinned by a constructivist grounded theory methodological design, acknowledging the prior knowledge and experience of the research team in relation to phenomenon under investigation. Ethical approval was obtained before the study commenced, ensuring adherence to key ethical principles. The study was conducted during May to August 2020, in a university in the North of England that provides undergraduate and postgraduate nurse education in the United Kingdom and transnational context. Participants were recruited via e mail and invited to complete a brief questionnaire, informing a preliminary theoretical sampling strategy. Ten educators with experience of transnational education across a diverse range of international locations participated in individual, semi-structured, online interviews that were recorded and transcribed verbatim. Data were analysed using initial and focused coding, constant comparison, theoretical memos and diagrams. The findings uncovered three overarching data categories, each of which were crucial to supporting effective transnational education in nursing. Prepare - involved developing an understanding of the context of healthcare and education, being supported and collaborating with transnational partners. Perform - involved recognising language and cultural influences, adapting to the environment and implementing responsive educational pedagogies. Progress - involved recognition of personal development at individual level and valuing the benefits at organisational level. Although transnational education in nursing can be challenging and complex, it can offer worthwhile advantages for all stakeholders. However, effective transnational education in nursing is dependent on strategies which prepare educators appropriately and enable them to perform effectively, thereby promoting successful outcomes at individual, organisational and transnational partner level and facilitating advancement in future potential collaborative activity. [ABSTRACT FROM AUTHOR]

• Three variations of critical literacies in three literacy teachers' classrooms. • Human and non-human entities assembled to shape the critical literacy approaches. • Impacts of students' bodily movements and engagement with multimedia texts. A case study design was employed in a secondary-level transnational education program to shed light on the complexity of critical literacies practices in the transnational education space. Findings reveal three pedagogical approaches to critical literacies in the English literacy classrooms, whereas critical reading of texts was salient in the Mandarin class. Data unravel that human and nonhuman entities assembled to affect the enactment of various critical literacies approaches and students' meaning making in the globalized school context (e.g., the school's multiculturalism, its technological materiality, the IB curriculum, teachers' prior life/professional experience, students' cross-border experiences, and global accountability). The paper recommends that critical literacies in globalized schooling contexts should engage cognitive processes, as well as transnational youths' embodied cross-border experiences, their multilingual/multimodal repertoires, and histories and realities related to their languages. Such an approach to critical literacies could enable bi/multilingual learners' ethical meaning making across places, languages, and modes. [ABSTRACT FROM AUTHOR]

Transnational educational mobility (TEM) – stays abroad between and during basic and post-secondary education – has become increasingly popular in advanced societies. In this systematic research review, we synthesize findings of existing empirical studies on the potential career benefits of educational mobility. Our extensive search procedure yielded 65 documents that were reviewed with respect to three vertical career outcomes: career planning skills, transition into employment, and professional status or income. Results reveal a moderate positive effect of educational mobility on income after graduation. While individuals themselves perceive a connection between their transnational mobility practices and subsequent job search success, objective effect assessments disprove assumptions about faster school to work transitions. Individuals also perceive a positive impact of TEM on career planning skills, but studies using more elaborate methods report no impact. The review also buttresses the relevance of individual and contextual factors as moderators of the career impact of educational mobility. [ABSTRACT FROM AUTHOR]

English medium instruction (EMI) is gaining momentum in mainland China due to a national agenda to internationalise higher education (HE) as part of development efforts. This poses a range of challenges to students from Chinese-taught secondary schools, including listening to new academic content through English during their transition to EMI study. Drawing on Anderson's (2015) and Field's (2009) listening models, this study uses a process-oriented approach to examine whether students with varying English proficiency experience different listening challenges during their first experiences of university EMI study. It explores the interplay between English listening proficiency, self-efficacy, and motivation (i.e., goal orientation, task value) in students' perceived listening difficulties upon arrival at an EMI transnational university in mainland China. Data were collected from 316 students, including standardised English placement test scores, responses to questionnaires on listening difficulties, self-efficacy, and motivation, and analysis of interviews with 34 participants. Results reveal differences in cognitive stage-specific listening difficulties for students with varying proficiency, and highlight self-efficacy as a stronger predictor of listening difficulties than proficiency. The study offers important pedagogical implications for both EMI teaching and language support programmes during the transition period. [ABSTRACT FROM AUTHOR]

Using the widely used SERVQUAL model of service quality, this study examines the discrepancies between students' expectations and perceptions regarding the service quality dimensions of tangibility, reliability, responsiveness, assurance and empathy in the context of Western branch campuses in Qatar. A stream of higher education literature suggests that higher education has become an intensely competitive market where students look for evidences of service quality while making the uncertain and highly risky decision of choosing a university. Thus, universities, particularly that are faced with a chronic enrollment crisis can no longer ignore to listen to students and to facilitate students' participation in tracking and managing the service quality. Even though the Gulf Cooperation Council (GCC) region has become a leading international education hub by establishing over 60 branch campuses of Western institutions, most of them are operating under capacity because of their inabilities to attract adequate number of students, which is becoming a rising threat for the sustainability of these branch campuses. Drawing from the customer value-based theory, it can be argued that by focusing on student-oriented service quality, branch campuses can create a better service value for students and, in turn can attract and retain students. Nonetheless, comprehensive empirical studies to assess all the salient dimensions of the service quality of branch campuses from students' perspectives are lacking. Unfortunately, regarding the issue of quality, branch campuses in the Gulf region are mostly focused on the traditional means of accreditation, course review, and students' feedback on course delivery. Analyzing a sample of over two hundred students representing branch campuses in Qatar, this study finds that students' perceptions of all salient dimensions of service quality are lower than their expectations. More specifically, branch campuses could not meet, let alone exceed, the service quality expectations of students in any of the significant dimension of the service quality--service processes, interpersonal contacts, and physical aspects. It appears that the mere transplantation of Western models of education in this culturally distinct host country is not enough to create a superior service value for students. As service providers, branch campuses in the Gulf region will be better off if they strive to align their service offerings as per students' expectation and values. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

The literature on social inequality in study abroad almost exclusively focuses on university students. This paper systematically examines the role of socioeconomic status (SES) for study abroad intent (SAI) and uptake across all levels of pre-college education in Japan, thereby also providing a first in-depth empirical study on pre-college study abroad (PSA) in this country. Drawing on theories of social inequality (especially the effectively maintained inequality (EMI) thesis) in combination with elements from cumulative advantage and life course research, we understand the intention and final decision to study abroad as an outcome of SES-specific differences in educational biographies, with higher SES families seeking transnational education for their children to achieve status advantages. Using large-scale cross-sectional data for Japan (N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions show that children from high SES families are generally more likely to (1) express SAI (especially for college) and take up PSA; and (2) choose more exclusive forms of PSA, i.e. earlier and more lengthy stays. Findings further indicate that (3) the SES-gap in the likelihood to show SAI or take up PSA is highest at the pre- and high school levels. Applying the KHB method we found that (4) the percentage of SES effects on SAI mediated through earlier PSA experience is marginal or even reversed at times. We conclude that early PSA experience is positively related to further SAI, with high SES students likely accumulating transnational human capital to a greater extent, possibly acquiring status advantages. In sum, our results support the EMI and cumulative advantage perspectives, indicating undetected first- and second-level horizontal inequalities in Japanese education and call for similar research in other national contexts. • The likelihood for pre-college study abroad intent and uptake is higher for children from higher SES backgrounds. • SES effects on short- and long-term pre-college stays abroad are always significant, but highest at pre- and high school. • Prior study abroad hardly mediates SES effects on study abroad intent indicating a widening SES gap in future study abroad. • Our findings point to first- and second-level horizontal inequalities in study abroad uptake in Japan. [ABSTRACT FROM AUTHOR]

This paper reports one part of an ethnographic case study on a Sino-Canadian transnational education programme in southern China. The framework of multiliteracies pedagogy elucidates data collected from classroom observations and teacher interviews. Key findings relate Chinese and Canadian teachers' efforts to nurture emerging global citizens' multilayered linguistic and cultural identities in response to the school's hybrid Sino-Canadian curriculum. Data also intimate literacy teachers' power negotiations pertaining to modality, regional/international languages, the school's imbalanced emphasis on English curricula, and local and global accountability models by building in multiple literacy practices and modes of representations to cater to students' diversified needs. [ABSTRACT FROM AUTHOR]

This paper presents empirical evidence regarding the relationship between enrolment in transnational higher education (TNE) and skilled migration into the country of the institution which provides educational services. Based on macro-level panel data, the analysis shows a link between skilled immigration and offshore enrolment in Australian higher education within the previous years, suggesting that the provision of higher education offshore can constitute a successful strategy to enlarge skilled migrants’ recruitment. The results also indicate that more caution should be devoted to this kind of issue by developing countries when opening their education market to foreign providers. [ABSTRACT FROM AUTHOR]

Highlights: [•] Racial hierarchies in different countries impact transnational students’ positioning in local contexts. [•] Participants Other coethnics by using various labels to destigmatize their own minority positions. [•] Racial mixedness is variously interpreted and represented in the identity negotiation. [•] Social stratification of dominance and subordination is reenacted through Othering of coethnics. [ABSTRACT FROM AUTHOR]

Abstract: The transitional education is increasingly becoming popular as it provides internationally recognised education at the doorstep of students. The reduction of government subsidies to Western universities has created conditions for looking for alternative ways to generate income to offset the financial short fall. As a result, the Western higher educational institutions have become heavily dependent on onshore fee paying international students. However, the income from onshore fee paying international students is falling. Therefore, universities start to offer their education to international students in their home countries. Scant information on impacts of transnational education is currently available in the public domain. This study reviews the current status of transnational education especially in Asia. [Copyright &y& Elsevier]

Abstract: Debates on literacy inequalities have been powerfully advanced through Jan Blommaert''s work, which demonstrates the ways in which discourse forms can lose function as they are moved into different environments. Looking through a south-north lens, Blommaert maps this feature of loss of function against world wide inequalities conceptualised through the centre-periphery models outlined in world systems theory. This paper presents work that I have done over a number of years on the concept of recontextualisation, examining at a micro-level (rather than a transnational level) examples of everyday print and digital texts which people produce and interpret as part of processes in workplaces and development projects in New Zealand and South Africa. The research then explores what happens to the fit between form and function when these particular texts are projected across contexts in the sequences of events necessary to ‘make things happen’. I explore the implications of this shift in terms of the unit of analysis, questioning how the concepts of literacy events and practices, so central to the New Literacy Studies (NLS), can account for such shifting. I identify the resources that actors have access to and draw on in each event in these sequences, and in their ability to project beyond the local, looking more closely at the materiality of literacy. As people and/or their texts are recontextualised as part of such meaning-making trajectories, time and space become important dimensions of analysis: I explore the levels at which time and space can be analysed in these crossings, treating these levels as forms of scaling. The multi-sited, micro-ethnographic work involved in tracing these trajectories shows that function can be lost, but it can also be sustained and/or gained. The paper suggests that a shift is needed from the focus (evident in much research and teaching in language and literacy studies) on the production and interpretation of meanings within contexts towards a focus on the projection of meanings across contexts. This shift of focus can contribute to new understandings of the placedness of resources for meaning making, the notion of capabilities and the understanding of literacy inequalities. [Copyright &y& Elsevier]

Abstract: This paper demonstrates the value of child-centred migration studies which highlight children’s role in shaping the migration journeys of their families, as well as their own projected journeyings. It examines the case of children from China who move to Singapore, an aspiring global education hub, expressly for the purpose of an overseas education that will facilitate longer-term migrationand life goals. Focus is given specifically to the children of ‘study mothers’ or peidu mama (literally: ‘mothers accompanying their children who are studying’). Through interviews with the teenagers and the conceptual optic of ‘social navigation’, our paper demonstrates that children are resilient and creative beings able to navigate the twists and turns of their immediate trajectories, as well as develop their own goals and projected destinations for their futures. The paper calls for a refinement in the way we understand children’s mobilities. First, in arguing that their spatial journeying across the terrains of transnational education cannot be decoupled from their process of social becoming and emotional development from passive followers to active negotiators, we wish to disrupt hegemonic discourses and dominant representations of children in migration as simply ‘migrant’s children’ and restore them to the status of ‘migrant children’. Second, adopting the concept of social navigation as an analytical lens allows us to highlight the fluid ways that young people think about their futures and the different pathways by which they can get there. This leads us to conceive of social and cultural capital accumulation through transnational education as a process with many more degrees of provisionality than what is often presented in the literature as a ‘strategic project’ with a fixed and abstract goal. [Copyright &y& Elsevier]

Abstract: This paper discusses the connection between language ideologies and educational migration. South Korea is experiencing a boom in short-term migration among pre-university students, a phenomenon known as jogi yuhak. This trend is driven in part by ideologies that link valorized forms of English with specific geographical locations; but at the same time, transnational experiences of educational migration also shape and contest those dominant ideologies, opening up spaces for their rearticulation. This paper illustrates this process through a study of jogi yuhak families in Singapore, exploring how the cultural and linguistic diversity of Singaporean society interacts with language ideologies that drive jogi yuhak. Through an analysis of the families’ accounts of their linguistic investments, it demonstrates how the material constraints surrounding the lives of the families and their lived experiences contribute to a negotiation of imagined geographies that connect language, place, and social space. [Copyright &y& Elsevier]

• UK universities, foreign students, onshore and offshore course provision. This is the third of three articles which review recent developments concerning the internationalisation of higher education provision in the United Kingdom. The first two articles focused exclusively on offshore provision (i.e. transnational education) (see Bennell, 2019a ; Bennell, 2019b). In this article, key patterns and possible inter-relationships between the numbers of onshore and offshore overseas students studying at British universities are examined. The three main conclusions are (i) the most dominant pattern is the inverse relationship between the status and ranking of a university and the relative importance of offshore enrolments; (ii) direct substitution effects between the two forms of provision are generally quite limited; and (iii) articulation and progression offshore enrolment is likely to be the only significant complementary relationship with onshore provision. [ABSTRACT FROM AUTHOR]

The purpose of this phenomenological study is to reveal how senior staff who have engaged in the development of a transnational nursing curriculum make sense of the opportunity. Merging two, country specific curricula for a dual award bachelor degree nursing program, taught exclusively in China through 'flying faculty' model is an innovative way to deliver a global nursing education. As with any innovation, lessons can be learned through reflection, to streamline future institutional investments which are responsive to country specific needs. Four senior staff involved in curriculum development were recruited through purposive sampling. Semi structured interviews were undertaken to elicit data on their experiences during the merger. Five main themes were key to participant's sense making during the curriculum development process. These were: managing and overcoming differences in expectations and pedagogy, meeting deadlines, engaging stakeholders and the need to think creatively. All participants revealed there had been a significant learning curve during the process, and highlighted the benefits of this in their own development. Participants perceived transnational education curriculum development as complex. They cited differences in learning, teaching, pedagogy and quality processes as factors to address and identified the most crucial elements to success, were communication, mutual engagement, meeting deadlines and the ability to think creatively. Their continual efforts to understand systems and processes allowed them to make sense of this complex undertaking. [ABSTRACT FROM AUTHOR]