Relevant bibliographies by topics / Offshore education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Offshore education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Offshore education"

1

Chen, Pi-Yun, and Ming-Hsiung Hsiao. "Service Science in Higher Education." International Journal of Service Science, Management, Engineering, and Technology 5, no. 4 (October 2014): 1–12. http://dx.doi.org/10.4018/ijssmet.2014100101.

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One of the forms in service innovation for universities in Taiwan is to develop transnational education such as offshore programs where the existent programs were re-innovated by providing new service processes including improved delivery or distribution methods. This study examined how the universities adopted this form of innovation and examined how they productize their offshore programs, corresponding to the four productization practices: specifying, tangibilizing, systemizing and standardizing, in terms of program design, curriculum design, teaching and learning, assessment, and administration. By these productization practices, students and partner universities can have a clearer picture and better understanding of the programs, and the host universities can cut down the administration cost and achieve better efficiency and cost-benefit. This study can be seen as a pioneering study which applies the service science philosophy to redefine higher education and reformulate the process of the service innovation such as offshore program implementation by the productization practices.
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Lane, Jason E. "Transnational Education: Issues and Trends in Offshore Higher Education (review)." Review of Higher Education 31, no. 1 (2007): 119–20. http://dx.doi.org/10.1353/rhe.2007.0049.

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Guo, Feng. "Research on China’s Higher Education Delivery Offshore in the Post-Pandemic Era." International Education Studies 15, no. 2 (March 18, 2022): 123. http://dx.doi.org/10.5539/ies.v15n2p123.

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Offshore education, as an effective way to enhance the international flow of education service and an efficient platform for the higher education interconnection and knowledge sharing all around the world, is a significant part of the “opening-up” strategy of education made by China’s Ministry of Education. However, Chinese universities and colleges which plan to run school offshore are currently facing challenges such as the great changes of global governance, the spread of Covid-19 pandemic, the changes in domestic laws and policies and the greater participation of vocational colleges. This should be attached more importance by researchers and policy makers in order to find an innovative and appropriate mode of international cooperation and exchange in the post-pandemic era. Based on the analysis of definitions of higher education delivery offshore and the theoretical and practical causes of the challenges, Chinese universities should clarify the orientation and direction, attach importance to the development of vocational schools offshore, promote overseas schools to become offshore platform for innovation and international exchange, and enhance the international competitiveness of oversea schools by full advantages of government, universities, enterprises and industry organizations.
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Ratiu, Mariana, Corina Suteu, and Ioan-Florin Oarga. "Education and training in Romania on occupational safety and health in the offshore industry." MATEC Web of Conferences 184 (2018): 04005. http://dx.doi.org/10.1051/matecconf/201818404005.

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This paper is the result of a study on the current situation in Romania regarding education and training on the occupational safety and health in the offshore industry. This study was conducted within a European project, which, among other things, has as intellectual outputs, identifying the main requirements related to learning needs and competencies and identifying the similar safety and health training courses for offshore industry at European level. Romania has transposed the European Union legislation in the area of minimum requirements for the safety and health of workers in the offshore industry and has an adequate institutional framework aligned to the Community requirements in the field. In Romania, there are no special occupations and explicit requirements for occupational safety and health specialists in the offshore industry. But, there are some training centers, which offer theoretical and practical courses regarding safety and health for those graduates or professionals who wish to pursue a professional career in the offshore industry. Also, some universities provide diplomas, courses or training related to the offshore industry.
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Morgan, Jeffrey, Valorie Crooks, Jeremy Snyder, and John Pickering. "“They don’t have the history and the stature:” examining perceptions of Caribbean offshore medical schools held by Canadian medical education stakeholders." Canadian Medical Education Journal 9, no. 3 (July 29, 2018): e56-63. http://dx.doi.org/10.36834/cmej.42169.

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Background: Caribbean offshore medical schools are for-profit, private institutions that provide undergraduate medical education to primarily international students, including from the United States or Canada. Despite the growing role that offshore medical schools play in training Canadian physicians, little is known about how these institutions are perceived by those in professional and decision-making positions where graduates intend to practice.Methods: The authors interviewed 13 Canadian medical education stakeholders whose professional positions entail addressing the medical education system or physician workforce. Participants were employed in academic, governmental, and non-governmental organizations in leadership roles.Results: Thematic analysis revealed three cross-cutting perceptions of offshore medical schools: (a) they are at the bottom of an international hierarchy of medical schools; (b) they are heterogeneous in quality of education and student body; and (c) they have a unique business model, characterized by profit-generating and serving international students.Conclusion: Consistent growth of the offshore medical school industry in the Caribbean may result in adverse reputational harms for well-established offshore or regional medical schools. Both comparative (e.g., USMLE pass rate) and intuitive factors (e.g., professional familiarity) informed participants’ perceptions. Participants believed that core principles of social accountability in medical education are incompatible with the offshore medical school model.
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Kootsookos, Alex, Firoz Alam, Harun Chowdhury, and Margaret Jollands. "Offshore Engineering Education: Assuring Quality Through Dual Accreditation." Energy Procedia 110 (March 2017): 537–42. http://dx.doi.org/10.1016/j.egypro.2017.03.181.

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Fielden, John. "Financial Aspects of Offshore Activities." International Higher Education, no. 72 (March 17, 2015): 10–12. http://dx.doi.org/10.6017/ihe.2013.72.6104.

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This article analyses the experience of 24 universities in setting up and operating offshore campuses and transnational education activities. It focuses on the financial aspects including their relationship with commercial partners and the potential for making surpluses.
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Pyvis, David, and Anne Chapman. "Culture shock and the international student ‘offshore’." Journal of Research in International Education 4, no. 1 (April 2005): 23–42. http://dx.doi.org/10.1177/1475240905050289.

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Baleroni, Rafael Baptista, and Pedro Monti Schonberger. "Offshore wind power: regulation and interfaces with offshore oil E&P." Rio Oil and Gas Expo and Conference 22, no. 2022 (September 26, 2022): 212–13. http://dx.doi.org/10.48072/2525-7579.rog.2022.212.

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Miller‐Idriss, Cynthia, and Elizabeth Hanauer. "Transnational higher education: offshore campuses in the Middle East." Comparative Education 47, no. 2 (May 2011): 181–207. http://dx.doi.org/10.1080/03050068.2011.553935.

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Dissertations / Theses on the topic "Offshore education"

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Shams, Farshid. "Strategic management of offshore branch campuses in transnational higher education : global synergy versus local responsiveness." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602337.

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This research is at the intersection of strategic management, international business and internationalisation of higher education institutions (HEIs). It focuses on the managerial aspects of higher education institutions with offshore branch campuses. In the past couple of decades the number of offshore branch campuses established by HEIs - mainly universities - has increased dramatically, but most research carried out to date in this field has been anecdotal and the number of theoretical studies in this area is very limited. Thus, the aim of this research is to breach this gap by developing a theoretical framework that is capable of explaining the managerial aspects of foreign branch campus operations. The key research question in this study is how transnational higher education institutions (TNHEIs) strategically manage their offshore branch campuses. In order to address this question, the literature on TNHEIs with regard to managerial complexities is reviewed. By assimilating and reconceptualising this literature, a multidimensional framework is constructed, which encapsulates the most pertinent ramifications of managing an offshore branch campus. The framework has been constructed by drawing on a widely used paradigm in the international business discipline, known as the dichotomy of global integration versus local responsiveness (I-R dichotomy). It helps to portray the TNHEIs’ strategic positions and positional change strategies on three dimensions of curriculum, research activities and staffing.
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Thompson, Michael A. "Tectonic evolution of the Palos Verdes Fault near Lasuen Knoll, offshore southern California." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1604870.

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Seismic mapping indicates that Lasuen Knoll offshore southern California is a pop-up structure in a restraining stepover of the Palos Verdes Fault. Dextral shear is apparently transferred southeast through a complex of faults in a linked shear zone to the Carlsbad Ridge and Coronado Bank faults.

Isochore maps of stratigraphic intervals indicate that Miocene extension occurred locally along the Palos Verdes Fault to the south of Lasuen Knoll during the Mohnian stage, and became more widespread during the Delmontian stage. Fanning of dips of Repettian stage strata onlapping Lasuen Knoll indicate that Lasuen Knoll began to form as a pop-up structure by the Early Repettian stage and has continued to uplift to Recent.

Lasuen Knoll is bounded to the north and south along the Palos Verdes-Carlsbad Ridge-Coronado Bank shear zone by transtensional zones. Tectonic models suggest that Lasuen Knoll forms a characteristic California Inner Borderland restraining bend or stepover.

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Noll, Cheryl Lynn. "The maquiladora industry : an analysis of the attitude toward working by Mexican workers /." The Ohio State University, 1990. http://catalog.hathitrust.org/api/volumes/oclc/29862946.html.

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Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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6

Wang, Ting, and n/a. "Understanding Chinese educational leaders' conceptions of learning and leadership in an international education context." University of Canberra. Education and Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050630.090724.

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This thesis presents an interpretative study of an Australian offshore education program in educational leadership conducted at Hangzhou, Zhejiang Province in China from 2002 to 2003. It is a study of the influence of international education on the conceptions of the participants in a particular context, where Chinese culture and Western cultures came into contact. The study is significant because it investigated a relatively new aspect of international education, offshore education, this time from the perspective of the participants. It explored the conceptions of learning and leadership brought by a group of Chinese educational leaders to the course and investigated the perceived influence of the course upon their conceptions and self-reported leadership practice. It employed a culturally sensitive approach which recognizes that a complex interaction between Chinese and Western cultures is occurring in the participants of this study. This interpretative study was inspired by the phenomenographic approach. Phenomenography is an approach to research that has been used to help understand the key aspects of the variations in the experiences of groups of people (Marton & Booth, 1997). The study examined the experiences and understandings about learning and leadership of Chinese leaders in an offshore program, a Master of Educational Leadership. The program was delivered in a flexible mode in three intensive teaching brackets of six subjects. The study employed a semi-structured and in-depth interview technique. Twenty participants were interviewed twice over a 12-month period. The study sought a better understanding of their conceptions by making a comparison between their perceptions prior to and after undertaking the course. Participants were from schools, universities and educational departments. Potential differences across the three sectors were also considered in the analysis. The findings showed that most participants developed more complex understandings of learning and leadership throughout the course. Comparison of conceptions prior to and after the course indicated an expanded range of conceptions. There was reportedly a movement towards more complex and diversified perspectives. Prior to the course, participants reported comparatively traditional conceptions of learning and leadership in quite a limited range. Learning experience and exposure to Western educational ideas and practices seems to have led participants to reflect on their inherited assumptions and to expand their conceptions. They generally increased their awareness of key aspects of variations in learning and leadership. This study identified a general shift from content/utilitarian-oriented learning conceptions to meaning/developmental-oriented conceptions after undertaking the course. There was also a shift from task/directiveorientated conceptions about leadership to motivation/collaborative-oriented leadership conceptions. Many participants reported that they expanded their leadership practice after the course. The findings also revealed some differences regarding conceptual and practice changes across the three sectors. The study contributes to understanding of learning and leadership in an international education context. The learning and leadership conceptions and self-reported practices are context and culture dependent. The study illustrates the tensions between different cultural forces in the process of teaching and learning. The methodology which explores the subjective understandings of participants renders more complex understandings of intercultural processes than cross-cultural comparisons which have been predominant in the educational leadership field in the past. The results highlight the need for appreciation of local contexts in designing international programs. The discussion questions the universal applicability and transferability of Western ideas, and also highlights the importance of critical reflection and adaptation on the part of educational practitioners from non-Western cultures. It highlights the potential for growth of change in both providers and recipients of international education as a result of very different cultures and traditions coming into contact. Intercultural dialogue and integration of educational ideas and practices are likely to come about when East meets West in an open and reflective dialogue.
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

Full text
Abstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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8

Li, Jianyao. "The effects of country and higher education images in mainland Chinese students' intention to enroll in a offshore program." University of Western Australia. Faculty of Business, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0140.

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Offshore programs have become increasingly popular in countries that are experiencing rapid economic growth and rising demand for higher education. There is no doubt that China is one of the largest markets for offshore programs. However, the offshore program market in China has become increasingly competitive. Currently, institutions from the USA, the UK, and Australia, to name just a few, are offering offshore programs ranging from the professional diploma level to higher degrees such as MA, MBA and PhD. Therefore, understanding how Chinese students select an offshore program is important for competing and surviving in this market place. This study examines the effects of image (i.e., country image and higher education image), attitude, subject norm and perceived behavior control (adopted from Ajzen's theory of planned behavior) in Chinese students' enrollment intentions towards offshore programs from Australia, the UK and the USA respectively. A total number of 1291 valid questionnaires were collected from China for this study. Structural Equation Modeling (SEM) method was used for data analyses and modeling. This PhD's several major findings have significant theoretical and practical implication. One of the major findings was that country image or its related higher education image doesn't have significant effect on an offshore program evaluation in China. This finding has contradicted most previous studies which suggested that country image had significant impact on whether a consumer purchases the products or brands from a foreign country. The difference between this study and the other country-image studies may be due to the fact that this study studied multiple factors besides country image, while the other studies looked at only the effect of country image on purchasing intention. Although country image or higher education image did not play any significant role in offshore program enrollments, this study found that the image of the partnering or local institution had a significant effect on enrollment intention. Because Chinese students are unfamiliar with a foreign country or their higher education system, they relied heavily on the local institution (e.g., its reputation and quality) to evaluate an offshore program. The findings with respective to image have challenged most previous studies on country image and open a new arena for looking at the effect of country image in behavioral intention. Practically speaking, these findings make universities rethink their offshore program strategies in foreign countries, particularly developing countries. Most university marketers from western countries emphasize on the characteristics of its own (such as the history of the university, the quality of research) when promoting its offshore program overseas. However, this study suggested that the focus should be placed on selecting a good and suitable local partner, as well as emphasizing the characteristics of the local partner. Other major findings were related to the Theory of Planned behavior. This study found that all three components of the TPB, namely, attitude towards the program, subject norm and perceived behavior control had significant effects on enrollment intention. This suggested that for predicting behavioral intention in educational program enrollment, the TPB is a very powerful model.
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Smith, Lois Anne. "Academic work practices in transnational education : a social practice theory approach to understanding the implementation of assessment-related policy in an offshore campus of an Australian university." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524771.

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Magalhães, Noa. "A práxis educativa na gestão ambiental pública: uma análise crítica dos programas de educação ambiental do licenciamento offshore de petróleo na Bacia de Campos (BC), RJ." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=9499.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O estudo partiu do diálogo entre as políticas públicas de meio ambiente e o referencial teórico crítico da educação e da justiça ambiental. Ancorada na filosofia da práxis, uma categoria central do materialismo-histórico, busca ir além dos aspectos teóricos. A pesquisa tem o objetivo de contribuir para o entendimento e melhoria dos processos complexos e contraditórios de implementação da educação ambiental como condicionante de licença de operação e produção da indústria de petróleo e gás no Brasil. Tais projetos mitigatórios são conduzidos e monitorados pelo órgão ambiental, mas devem ser implementados e executados pelos próprios empreendedores que causam os impactos socioambientais nas localidades. Em contrapartida, projetos de educação ambiental crítica e participativa, desenvolvidos compulsoriamente no licenciamento offshore, estão voltados para os grupos socioambientais impactados. Preconizam o fortalecimento e a integração desses grupos diante do Estado e do próprio empresariado e devem estimular participação em processos decisórios da gestão ambiental local. A tese a ser demonstrada é a de que, neste campo de disputas pelo uso e gestão do território, os PEAs em sua práxis educativa e enquanto política pública no âmbito do licenciamento, constitui-se em um instrumento em potencial na construção de cidadania política. Na busca por investigar a efetividade desses PEAs, implementados na maior bacia petrolífera do país, a bacia de campos, a pesquisa faz primeiramente um estudo documental e posteriormente um estudo empírico com os atores sociais participantes dos projetos. A pesquisa documental revelou que existiam cinco PEAs desenvolvidos entre os anos de 2010 e 2012: o Projeto Pólen e o NEA-BC (Petrobras); o PEA ObservAção (PetroRio, antiga HRT); o PEA FOCO (Statoil) e o QUIPEA (Shell). A pesquisa empírica foi feita nos municípios de São Francisco de Itabapoana, São João da Barra, Armação dos Búzios e Cabo frio, contemplados com 80% dos projetos desenvolvidos na região e percorreu 17 localidades dos municípios e foram realizadas 52 entrevistas. Esta etapa da pesquisa traz as motivações acerca dos projetos, opiniões sobre o processo formativo, as transformações práticas vividas pelos atores a partir das vivências nos projetos e aspectos da participação desses atores sociais dentro e fora dos PEAs. 70% dos entrevistados trazem as crenças nos projetos devido às: propostas, objetivos e metodologias (discussões participativas, encontros de comunidades) e à equipe de executores (com os quais os atores têm uma relação de afeto e admiração); 28% abarcam as descrenças: lentidão e subjetividade dos resultados; o não entendimento acerca da origem dos projetos (mitigatórios, compesatórios, etc); conflito nas relações entre os quilombolas e os empresários; gastos com os projetos e não com a comunidade. Outras categorias surgem: remuneração/contratação; Obtenção de uma sede para o projeto; a excelência no processo formativo (onde alguns métodos devem ser repensados); a interação e a articulação entre os projetos. O estudo também revelou que os participantes passaram a participar de instâncias da gestão pública de seus territórios. As questões são apontadas para que esses projetos possam ser aperfeiçoados, mesmo diante de todas as contradições, tensões e conflitos que isso impõe em uma sociedade desigual, reduzindo a natureza, a mercadoria e a relações precificadas.
This study originated from the dialogue between public environmental policies and the critical theoretical education and environmental justice references. Anchored on the praxis philosophy, a central category of historical materialism, aimed to go beyond the theoretical aspects. The research also aimed to contribute to the understanding and improvement of the complex and contradictory processes regarding the implementation of environmental educational programs, which are one of the demands to obtain the environmental license required for oil and gas exploitation in Brazil. Mitigating projects such as the one cited above, are conducted and monitored by the environmental agency, and must be implemented and executed by the companies whose activies cause social and environmental impacts on identified social groups. On the other hand, the participatory environmental education projects, compulsorily developed for licensing offshore focused on the impacted social groups. They stimulate, as one goal, the strengthening and integration of these groups on the State and the business itself and should encourage participation in decision-making on the local environmental management level. The thesis to be demonstrated is that on this field of contest for the territory usage and its management, the PEAs in their educational praxis and as a public policy in the licensing scope, can be stated as a potential tool for the citizenship policy construction. With the purpose of investigating the effectiveness of PEAs, implemented in the largest oil basin of the country, the Campos basin, the first step of the present investigation was an extensive survey on documents and the second step was an empirical approach with selected social actors participating in the the projects. The documents survey revealed that there were five PEAs developed between 2010 and 2012 in Campos basin: the Pollen Project and the NEA-BC (Petrobras); PEA OBA (PetroRio); PEA FOCO (Statoil) and the QUIPEA (Shell). The empirical research has been done in the municipalities of San Francisco de Itabapoana, São João da Barra, Buzios and Cabo Frio, awarded 80% of the projects developed in the region. The field research included 17 locations in the municipalities were 52 interviews were conducted. 70% of respondents cited they believed in the projects due to the proposal itself, the objectives and the methodologies, including participatory discussions, community meetings and the team of performers, with which, the actors demonstrated a relationship of affection and admiration. About 28% approached the disbelief due to slow and subjectivity of results; lack of understanding about the nature of the projects (mitigation, compensation nature, etc); conflicts in relations between social actors (Maroons) and entrepreneurs; spending resources on the projects and not on the communitys needs. Other categories were rised: remuneration / contracting; headquarters needed for the project; excellence in the informative/training process; the interaction and coordination between the projects. The study also confirmed that participants increased their participation within the public administration bodies on their territories. The issues are highlighted as a contribution for the improvement of these projects improvement, regardless all the contradictions, tensions and conflicts imposed by an unequal society, reducing the goods and the nature priced relationships.
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Books on the topic "Offshore education"

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McBurnie, Grant. Transnational education: Issues and trends in offshore higher education. London: Routledge, 2007.

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Hualde, Alfredo. Aprendizaje industrial en la frontera norte de México: La articulación entre el sistema educativo y el sistema productivo maquilador. México. D.F: Secretaría del Trabajo y Previsión Social, 1999.

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Hualde, Alfredo. Trabajo técnico, aprendizaje y trayectorias profesionales: Tres estudios en Baja California. Tijuana, Baja California: El Colegio de la Frontera Norte, 2005.

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Serebryakov, Andrey, and Gennadiy Zhuravlev. Exploitation of oil and gas fields by horizontal wells. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/971768.

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The textbook describes the design features of offshore horizontal multi-hole production wells, as well as the bottom-hole components of horizontal multi-hole wells. The classification of complications of multi-hole horizontal wells, methods of their prevention and elimination are given. Methods of underground geonavigation of the development of offshore horizontal production wells are proposed. The geological and field bases of operation of horizontal offshore multi-hole oil and gas wells, modes and dynamics of oil, gas and associated water production, methods for calculating dynamic bottom-hole and reservoir pressures are specified. The technologies of operation of offshore horizontal multi-hole wells are presented. The composition and scope of environmental, field and research marine monitoring of the operation of offshore horizontal multi-hole wells and the protection of the marine environment in the production of oil and gas are justified. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduates of the enlarged group of "Earth Sciences" training areas, as well as for teachers, employees of the fuel and energy complex, industrial geological exploration and oil and gas production enterprises, scientific and design organizations.
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California. Legislature. Senate. Select Committee on Border Issues, Drug Trafficking, and Contraband. Impact on the California economy of in-bond industries ("Maquiladoras"), located in Baja California, Mexico: May 1, 1987, 9:00 a.m., board room, San Ysidro Education Center ... San Ysidro, California. [Sacramento]: The Committee, 1987.

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Rosenbaum, Ruth. Making the invisible visible: A study of the purchasing power of maquila workers in Mexico 2000 : a research project of CREA--Center for Reflection, Education, and Action, Hartford, CT. Hartford, CT: CREA, 2000.

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Worker health and safety from the oil rig to the shoreline: Hearing before the Committee on Education and Labor, U.S. House of Representatives, One Hundred Eleventh Congress, second session, hearing held in Washington, DC, June 23, 2010. Washington: U.S. G.P.O., 2011.

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1939-, Mitter Swasti, and Bastos Maria Ines, eds. Europe and developing countries in the globalised information economy: Employment and distance education. London: Routledge, 1999.

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Office, General Accounting. Foreign assistance: Global Food for Education Initiative faces challenges for successful implemenation : report to congressional requesters. Washington, D.C. (441 G Street NW, Room LM, Washington 20548): GAO, 2002.

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Office, General Accounting. Foreign assistance: U.S. funds to two Micronesian nations had little impact on economic development : report to Congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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Book chapters on the topic "Offshore education"

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Fielden, John. "Global: Financial Aspects of Offshore Activities." In Understanding Higher Education Internationalization, 45–47. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_10.

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Weeakoon, Avinda, and Nathan Dunbar. "Online Offshore Delivery of a Multidisciplinary Study-Abroad Engineering Project." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 926–38. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93907-6_99.

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Zhang, Zheng. "Critical Cosmopolitan Literacies: Students’ Lived Experience in a Canadian Offshore School in Hong Kong." In Third International Handbook of Globalisation, Education and Policy Research, 481–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66003-1_27.

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"Offshore Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2129. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300527.

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Hu, M., and S. Xu. "IT offshore outsourcing." In Computer, Intelligent Computing and Education Technology, 1265–68. CRC Press, 2014. http://dx.doi.org/10.1201/b16698-277.

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Alam, Firoz, Aleksandar Subic, Gregory Plumb, Mark Shortis, and Reddy P. Chandra. "An Innovative Offshore Delivery of an Undergraduate Mechanical Engineering Program." In Developments in Engineering Education Standards, 233–45. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch013.

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In the era of globalisation, traditional onshore education providers have the opportunity to offer offshore education to meet student needs. Although a number of many non-engineering programs have been offered offshore for some time, the engineering programs generally lag behind due to insufficient laboratory and workshop facilities off campus and the difficulties encountered when trying to emulate this learning experience. RMIT University’s offshore mechanical engineering program is designed to overcome these difficulties by combining traditional teaching and learning with flexible learning modes. The program represents a hybrid approach and has drawn significant interest among students, educational developers, and professional bodies.
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"Borderless, Offshore, Transnational, and Crossborder Education." In Higher Education in Turmoil, 81–96. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087905224_006.

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"IT offshore outsourcing: Development and countermeasures." In Computer, Intelligent Computing and Education Technology, 560–63. CRC Press, 2014. http://dx.doi.org/10.1201/9781315760810-122.

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Wang, Fei. "Canadian offshore schools in China: a comparative policy analysis." In Globalisation and Education, 229–47. Routledge, 2020. http://dx.doi.org/10.4324/9780429464454-12.

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Tastle, Willaim J., Bruce A. White, Ársaell Valfells, and Peter Shackleton. "Information Systems, Offshore Outsourcing, and Relevance in the Business School Curriculum." In Outsourcing and Offshoring of Professional Services, 303–20. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-972-4.ch017.

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Offshore outsourcing has been a growing phenomenon in recent years. Rarely will an IT professional pick up a trade publication or journal without some article relating to outsourcing or offshore outsourcing. This in turn raises the question for IS educators—what should we be doing to better prepare our graduates for a future where offshore outsourcing is a reality? This chapter looks at the following topics as they relate to IS curriculum matters for outsourcing: Offshore outsourcing and success factors, the skills needed to effective manage offshore outsourcing, a look at offshore outsourcing and the IS2002 model curriculum, suggested changes to IS2002 to incorporate offshore outsourcing education, and what skills from IS2002 are vital in preparing students for the future.
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Conference papers on the topic "Offshore education"

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Crane, Nicole L., Deidre E. Sullivan, Jim Hall, and Jill Zande. "Marine Advanced Technology Education Center: Education and Preparation for Careers in Ocean Science and Technology." In Offshore Technology Conference. Offshore Technology Conference, 2000. http://dx.doi.org/10.4043/12180-ms.

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Littlewood, Stella K. "The CRINE Initiative - Education and Training." In Offshore Technology Conference. Offshore Technology Conference, 1995. http://dx.doi.org/10.4043/7851-ms.

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Nash, Susan, and Carlo Dietl. "Geothermal Energy Basics / Education for a Sustainable Future." In Offshore Technology Conference. OTC, 2022. http://dx.doi.org/10.4043/31829-ms.

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Abstract This paper presents a road map for providing training to experienced geoscientists, engineers, and data scientists who seek to participate in geothermal energy exploration, development, and integration. The road map starts by identifying the foundational skills and knowledge base of experienced geoscientists and engineers, and then specifically discusses which elements are of direct value in geothermal energy development. The paper then discusses the best strategies for upscaling skills and closing knowledge gaps, as well as pathways for immediate implementation of the knowledge in the form of planning documents and projects. The final stage of the road map includes assessment and designing collaborative challenges so that teams learn how best to work together and achieve their goals. The final section of the paper includes brief case studies of two examples of retooled geothermal education offered by the American Association of Petroleum Geologists (AAPG).
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Nash, Susan, and Carlo Dietl. "Geothermal Energy Basics / Education for a Sustainable Future." In Offshore Technology Conference. OTC, 2022. http://dx.doi.org/10.4043/31829-ms.

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Abstract This paper presents a road map for providing training to experienced geoscientists, engineers, and data scientists who seek to participate in geothermal energy exploration, development, and integration. The road map starts by identifying the foundational skills and knowledge base of experienced geoscientists and engineers, and then specifically discusses which elements are of direct value in geothermal energy development. The paper then discusses the best strategies for upscaling skills and closing knowledge gaps, as well as pathways for immediate implementation of the knowledge in the form of planning documents and projects. The final stage of the road map includes assessment and designing collaborative challenges so that teams learn how best to work together and achieve their goals. The final section of the paper includes brief case studies of two examples of retooled geothermal education offered by the American Association of Petroleum Geologists (AAPG).
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Sullivan, Deidre, Jill Zande, Tom Murphree, and Bruce Ford. "MATE Center: A Strategy for Improving Marine Technical Education." In Offshore Technology Conference. Offshore Technology Conference, 2004. http://dx.doi.org/10.4043/16996-ms.

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Chiu, Hsien-Yu, Takeo Kondo, Kazukiyo Yamamoto, and Wataru Miyazaki. "Analysis of Practical Examples of Experienced-Based Marine Education for Marine Space Utilization." In ASME 2010 29th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/omae2010-20629.

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Environmental education is being promoted worldwide and is the subject of active effort in Japan as well. However, many environmental education programs focus on land-based systems, and currently only few schools have programs on the marine environment. Toward the goal of developing an educational game for advancing marine environmental education, we assessed the current state of environmental education and conducted basic research on existing educational games. The current state of environmental education indicated a need for developing educational games with a marine environmental theme to be linked with outdoor hands-on activities. As for the game itself, a card game is likely to be a suitable basic format because it can be used regardless of physical setting and also because the use of a variety of cards can be effective in maintaining continued interest and developing the capacity to understand the annual cycle of the natural environment. We also developed a region-specific card game whose objectives were to understand the region’s organisms and the relationship between people and the environment.
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Kondapi, Phaneendra. "Need For Industry Ready Education: Flow Assurance Course - A Case Study." In Offshore Technology Conference. Offshore Technology Conference, 2014. http://dx.doi.org/10.4043/25162-ms.

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Schriever, Gerd. "The German Education Program on Ocean Mining Environmental Concerns and Sampling Approaches for Young Third World Scientists." In Offshore Technology Conference. Offshore Technology Conference, 2000. http://dx.doi.org/10.4043/12181-ms.

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Logunov, Konstantin Valerievich, Sergei Anatolievich Antipov, and Andrey Borisovich Karpov. "Offshore Health Innovations." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207945-ms.

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Objectives/Scope Analysis of 15 years results of remote occupational health care in oil and gas production industries. Methods, Procedures, Process Continuous observation, statistical analysis of morbidity, mortality, and treatment results in industrial personnel at different endpoints depending on the variability of care models. Cost-efficacy analysis of several occupational health interventions. Targeted polls of Customers. Dynamics of new Customers. Results, Observations, Conclusions The best practices which provide the maximum efficacy include risk assessment and risk management, action planning for emergencies, telemedicine, education, registry maintenance. Each of all these gave a 10-100-fold rise in Customer satisfaction, seriously improved medical statistics. Telemedicine implies both: the delivery of highly specialized diagnostic technologies directly to the industrial production site, where a GP or paramedic is present, and it implements the direct replacement of medics with gadgets at the patient's bedside. Education involves hands-on training for both industrial personnel at remote sites and for medical professionals who provide care. The 2020-21 COVID19 pandemic was a great real stress test for remote health models when systemic integrated management procedures played a pivotal role in ensuring smooth industry operation due to the high quality of back medical services. Novel/Additive Information Modern efficient models of medical care for remote industries are necessarily comprehensive, modular, adaptive, and rely on personnel health registers. Remote health practices gain a 5-15% rise in price every year, but it pays off in greater labor productivity and in improving the health of industry personnel.
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Ramos, Daniel, Gerson Alcantara, Iran Oliveira, Jefferson Cena, and Marcelo Silva. "Sistema inteligente de logística de transporte offshore." In VIII International Conference on Engineering and Computer Education. Science and Education Research Council (COPEC), 2013. http://dx.doi.org/10.14684/icece.08.2013.341-343.

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Reports on the topic "Offshore education"

1

Wilkins, Justin, Andrew McQueen, Jennifer Miksis-Olds, Chris Verlinden, Michael Jones, Guilherme Lotufo, Gunther Rosen, and Burton Suedel. Demonstration of an autonomous sailing vessel for monitoring nearshore and offshore marine environments. Engineer Research and Development Center (U.S.), December 2022. http://dx.doi.org/10.21079/11681/46201.

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This technical note describes the US Army Engineer Research and Development Center (ERDC) application of an autonomous sailing vessel (ASV) to monitor water quality near underwater unexploded ordnance in Vieques, Puerto Rico, and the Center for Acoustics Research and Education, University of New Hampshire, application of the ASV to monitor the ocean soundscape along the Atlantic Outer Continental Shelf.
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