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Journal articles on the topic 'Offshore education'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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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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3

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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7

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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11

Seah, Wee Tiong, and Julie Edwards. "Flying in, Flying Out: Offshore Teaching in Higher Education." Australian Journal of Education 50, no. 3 (November 2006): 297–311. http://dx.doi.org/10.1177/000494410605000306.

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Park, Ju-Yong, Hyo-Jae Jo, Jee-Hoon Lee, and Young-Jin Lim. "The Implementation of Drilling Simulation for Offshore Rig Education." Journal of the Korea Society for Simulation 20, no. 2 (June 30, 2011): 11–17. http://dx.doi.org/10.9709/jkss.2011.20.2.011.

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Ly, Chau Thi Minh, Margaret H. Vickers, and Santha Fernandez. "Master of Business Administration (MBA) student outcomes in Vietnam." Education + Training 57, no. 1 (February 9, 2015): 88–107. http://dx.doi.org/10.1108/et-08-2013-0104.

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Purpose – Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students’ views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach – Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings – Graduates’ views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates’ original expectations were met. Research limitations/implications – This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications – The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate’s original expectations, needs and wants. Here, empirical evidence of this intersection is examined. Social implications – The graduate narratives share crucial exploratory evidence offering a better understanding of the needs and expectations of MBA graduates who might be considering enroling in offshore MBA programmes in Vietnam. These findings are especially important with regard to understanding the sustainability and value of offshore MBA programmes being delivered in Vietnam, especially given the country’s current state of economic, political and cultural transition, and the associated need for businesses and workers to be able to operate successfully in an international business environment. Originality/value – No previous studies evaluating the value of MBA programmes in Vietnam have been located. At a time when Vietnam is in economic, cultural, and political transition, knowledge to assist and support their HE sector is crucial. Recommendations are made as to potential improvements in Vietnamese offshore MBA programme curricula design, review, administration, and processes in response to these findings.

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EDWARD, N. S. "Work-based Learning in an Offshore Environment." European Journal of Engineering Education 18, no. 2 (January 1993): 207–12. http://dx.doi.org/10.1080/03043799308923235.

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Renilson, M., J. E. Soholt, and G. Macfarlane. "RECENT DEVELOPMENTS IN OCEAN ENGINEERING EDUCATION." APPEA Journal 41, no. 1 (2001): 783. http://dx.doi.org/10.1071/aj00047.

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Ocean engineering is a broad branch of engineering covering all aspects of engineering associated with the design, construction and operation of fixed and floating structures in the marine environment. It differs from naval architecture which traditionally focusses on ships and related ocean vehicles, and is of relevance to engineers in the offshore oil and gas industry.The Australian Maritime College (AMC) commenced running Australia’s first Bachelor of Engineering (Ocean Engineering) degree in 1997, with the first students graduating in 2000. The program was designed to meet the growing need of the Australian offshore oil and gas industry for graduate engineers skilled in the analysis and design of structures and facilities capable of operating in ever-increasing water depths. It builds on the already successful naval architecture degree offered by AMC, and has the first year completely in common.AMC makes use of its uniquely maritime focus and its wide variety of specialist facilities to produce graduates with a strong hands-on approach to complement their theoretical studies. The program features a unique blend of traditional marine and ocean-related subjects with a thorough grounding in hydrodynamics, wave theories, reservoir engineering, drilling technology, well design, offshore operations, oil and gas production technology and sub-sea engineering. As such, it is believed that the syllabus has a composition that is basically unique in the world.To support this new degree, AMC has commissioned the construction of a new Model Test Basin to complement its existing towing tank. This will have a plan form of 35 x 12 m and will be equipped with multi-directional wavemakers, making it ideal for student use, as well as consulting and staff research.The aim of the program is to produce engineering graduates with a broad theoretical background and a practical approach to problem solving. The ocean engineering graduates from AMC will be exceptionally well equipped to pursue successful careers within the international oil and gas industry.This paper describes briefly the various subjects that are unique to the ocean engineering degree and shows how the subject syllabi come together into a coherent program which will produce systems engineers rather than specialists. The course has just recently received Full Accreditation from The Institution of Engineers, Australia (IEAust).

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Huong, Nguyen Thu, Umemoto Katsuhiro, and Dam Hieu Chi. "Knowledge Transfer in Offshore Outsourcing." Journal of Global Information Management 19, no. 2 (April 2011): 27–44. http://dx.doi.org/10.4018/jgim.2011040102.

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This paper discusses the knowledge transfer process in offshore outsourcing. The focus is a case study of software offshore outsourcing from Japan to Vietnam. Initial results confirm that willingness to cooperate and good impressions facilitate the knowledge transfer process. In addition, communication barriers, cultural differences, lack of equivalence in individual competence, and lack of common rules slow down the transfer process. The study also identifies the Bridge System Engineer (Bridge SE)-a type of coordinator who mediates and enhances the relationship between Japanese clients and Vietnamese service providers. Employing a Bridge SE is an effective way to fill the communication gap, the cultural gap, and generally improve the business relationship. Bridge SEs use their background of higher education and long-term residence in Japan to give advice to Vietnamese software teams on Japanese cultural characteristics, such as the apology culture and the separation between work and private time. In other situations, Bridge SEs use their IT background and communication skills to verify and adjust communication contents before information is sent from one side to another.

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Riise, Trond, Jorunn Kirkeleit, Jan Harald Aarseth, Elisabeth Farbu, Rune Midgard, Åse Mygland, Randi Eikeland, et al. "Risk of MS is not associated with exposure to crude oil, but increases with low level of education." Multiple Sclerosis Journal 17, no. 7 (February 22, 2011): 780–87. http://dx.doi.org/10.1177/1352458510397686.

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Background: Offshore workers in the Norwegian upstream petroleum industry are exposed to a number of chemicals such as organic solvents, mineral oils and other hydrocarbons, possibly contributing to an increased risk of multiple sclerosis (MS). Objective: To estimate the risk of MS in this population compared with the general working population in Norway, adjusting for education. Methods: Using the Norwegian Registry of Employers and Employees we included all 27,900 offshore workers registered from 1981 to 2003 and 366,805 referents from the general working population matched by gender, age and community of residence. The cohort was linked to the Norwegian MS Registry and the Norwegian Education Registry. Results: There was no increased risk of MS among the offshore workers. We found a marked and linear inverse relationship between level of education and the risk of MS in the total study population, with a rate ratio of 0.48 (95% CI, 0.53 to 0.88) for workers with a graduate degree compared to workers with elementary school only. Conclusions: These findings do not support a major aetiological role of petroleum-based products, but rather point to smoking and other lifestyle factors related to the level of education as being important for the risk of MS.

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18

Choo, Liyun Wendy. "Reflection on supporting offshore international students during the pandemic." Teachers' Work 18, no. 2 (December 10, 2021): 63–68. http://dx.doi.org/10.24135/teacherswork.v18i2.333.

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Teaching is usually considered a caring profession, yet care in higher education settings is rarely studied. In this reflective piece, I draw on my experiences supporting offshore international students during the pandemic to highlight that maternal, calculated and neoliberal care are not the only enactments of care possible in higher education setting. I propose that communal forms of caring teaching based on recognition and dialogic relationship with students offer tertiary educators the opportunity to put the heart back to the neoliberal university.

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Lee, Chang-Hee, Ji-Woong Lee, and Jong-Ju Chae. "A Study on Education Curriculum for Human Resource of Offshore Plant." Journal of Fisheries and Marine Sciences Education 26, no. 3 (June 30, 2014): 498–509. http://dx.doi.org/10.13000/jfmse.2014.26.3.498.

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Whitehouse, Hilary, Marie Taylor, Neus (Snowy) Evans, Tanya Doyle, Juanita Sellwood, and Ruth Zee. "A Sea Country Learning Partnership in Times of Anthropocenic Risk: Offshore Coral Reef Education and Our Story of Practice." Australian Journal of Environmental Education 33, no. 3 (November 2017): 160–70. http://dx.doi.org/10.1017/aee.2017.28.

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AbstractThis is a researched account of an offshore coral reef education partnership formed during a time of rapid environmental change (the coral bleaching events in the years 2015 to 2017). The aim of the partnership is to encourage a learning connection with Sea Country. Framed as civic environmentalism, this article explores the dimensions of practice between a reef tourism provider, local schools, a local university, and local Indigenous rangers that enables primary, secondary and university students, rangers, and educators to travel together on day trips to the outer Great Barrier Reef and islands and have immersive and sharing educational experiences. Offshore environmental education and higher quality marine education is increasingly important in the Anthropocene, when Australian reefs are subject to the pressures of climate change and other impacts other impacts that diminish their resilience.

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Cutler, Jane. "EXPLORATION, ENVIRONMENT AND COMMUNITY EDUCATION." APPEA Journal 33, no. 1 (1993): 411. http://dx.doi.org/10.1071/aj92032.

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BHP Petroleum practice is to undertake a comprehensive environmental management program for exploration activities in environmentally sensitive areas. The planning for the exploration program in the Otway and Duntroon Basins is presented as a case study.BHP Petroleum's exploration activities in the Otway Basin, offshore Victoria, have been the subject of community debate as a result of the perceived effects on sensitive environmental values. The environmental management program undertaken for this exploration project included:a community consultation and information program;development of a geographic information system (GIS) recording a range of environmental and logistical (spill response) information;a whale research program; andformulation and implementation of an environmental management plan.This program and the issues it is designed to address has been an education for the Company, the community and government agencies.

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Gribble, Kate, and Christopher Ziguras. "Learning to Teach Offshore: Pre-Departure training for lecturers in transnational programs." Higher Education Research & Development 22, no. 2 (July 2003): 205–16. http://dx.doi.org/10.1080/07294360304115.

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Shankar, P. Ravi, Ramanan Balasubramanium, and Gabriel Dakubo. "Challenges with Regard to Undergraduate Medical Education in Offshore Caribbean Medical Schools." Education in Medicine Journal 9, no. 4 (December 29, 2017): 69–75. http://dx.doi.org/10.21315/eimj2017.9.4.8.

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Kadiwal, Laila, and Irfan A. Rind. "‘Selective cosmopolitans’: tutors’ and students’ experience of offshore higher education in Dubai." Compare: A Journal of Comparative and International Education 43, no. 5 (September 2013): 689–711. http://dx.doi.org/10.1080/03057925.2013.821338.

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Castle, Robert, and Diana Kelly. "International education: quality assurance and standards in offshore teaching: exemplars and problems." Quality in Higher Education 10, no. 1 (April 2004): 51–57. http://dx.doi.org/10.1080/1353832042000222751.

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Do Rosário, Denise de Almeida Pires, Bernardo Correa Fernandes, Diego de Almeida Silva, Nilza Dipre Cardoso Pianca, Givanildo Ximenes Santana, Ralph Eric Thijl Del Val Onoro Vanstreels, Renata Ferreira Hurtado, and Lorena Galletti De Almeida. "Flight safety: bird deterrence at Peroá offshore installation." Rio Oil and Gas Expo and Conference 22, no. 2022 (September 26, 2022): 174–75. http://dx.doi.org/10.48072/2525-7579.rog.2022.174.

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Halperin, Edward C., and Robert B. Goldberg. "Offshore Medical Schools Are Buying Clinical Clerkships in U.S. Hospitals." Academic Medicine 91, no. 5 (May 2016): 639–44. http://dx.doi.org/10.1097/acm.0000000000001128.

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Flaherty, Joseph A. "More About Offshore Medical Schools Buying Clerkships in U.S. Hospitals." Academic Medicine 91, no. 12 (December 2016): 1589. http://dx.doi.org/10.1097/acm.0000000000001429.

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Balon, Richard, and Mary Morreale. "More About Offshore Medical Schools Buying Clerkships in U.S. Hospitals." Academic Medicine 91, no. 12 (December 2016): 1588–89. http://dx.doi.org/10.1097/acm.0000000000001431.

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Olds, G. Richard. "More About Offshore Medical Schools Buying Clerkships in U.S. Hospitals." Academic Medicine 91, no. 12 (December 2016): 1589–90. http://dx.doi.org/10.1097/acm.0000000000001453.

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Dobos, Katalin. "“Serving two masters” – academics’ perspectives on working at an offshore campus in Malaysia." Educational Review 63, no. 1 (February 2011): 19–35. http://dx.doi.org/10.1080/00131911003748035.

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Lavie, L. M. "Electrical safety for an offshore power system." IEEE Potentials 23, no. 3 (August 2004): 39–42. http://dx.doi.org/10.1109/mp.2004.1341786.

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Heffernan *, Troy, and David Poole. "“Catch me I'm falling”: key factors in the deterioration of offshore education partnerships." Journal of Higher Education Policy and Management 26, no. 1 (March 2004): 75–90. http://dx.doi.org/10.1080/1360080042000182546.

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Skolnick, A. A. "Government report gives Department of Education and some offshore medical schools failing grades." JAMA: The Journal of the American Medical Association 273, no. 15 (April 19, 1995): 1162. http://dx.doi.org/10.1001/jama.273.15.1162.

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Skolnick, Andrew A. "Government Report Gives Department of Education and Some Offshore Medical Schools Failing Grades." JAMA: The Journal of the American Medical Association 273, no. 15 (April 19, 1995): 1162. http://dx.doi.org/10.1001/jama.1995.03520390014004.

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Araújo, Sandro Santos Pires, David Fernandes Goncalves Filho, Gustavo Gamaliel Alves De Souza, and Claudio Jarreta Neto. "Development of Fire Integrity Matrix for FRP Handrails Offshore." Rio Oil and Gas Expo and Conference 22, no. 2022 (September 26, 2022): 289–90. http://dx.doi.org/10.48072/2525-7579.rog.2022.289.

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Smith, Lois. "Sinking in the sand? Academic work in an offshore campus of an Australian university." Higher Education Research & Development 28, no. 5 (October 2009): 467–79. http://dx.doi.org/10.1080/07294360903154118.

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Richards, Noel, and Darren Lee Ross. "Offshore teaching and learning: an exploratory Singaporean study." International Journal of Educational Management 18, no. 4 (June 2004): 260–65. http://dx.doi.org/10.1108/09513540410538840.

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Lim, Choon Boey, Duncan Bentley, Fiona Henderson, Shin Yin Pan, Vimala Devi Balakrishnan, Dharshini M. Balasingam, and Ya Yee Teh. "Equivalent or not?" Quality Assurance in Education 24, no. 4 (September 5, 2016): 528–40. http://dx.doi.org/10.1108/qae-01-2016-0001.

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Purpose The purpose of this paper is to examine issues academics at importing institutions face while delivering Australian degrees in Malaysia. Transnational higher education (TNE) has been widely researched. However, less widely researched is the area of understanding what academics at the offshore locations need to uphold the required academic standards of their partnered exporting universities. This area warrants close attention if Australian and other transnational education universities are to sustain their growth through a partnership model with offshore academics delivering a portion (often a substantial portion) of the teaching. Design/methodology/approach Two focus groups were conducted with a mix of long standing and newly recruited Malaysian lecturers who taught into an Australian degree through a partnership arrangement. The semi-structured questions which were used were derived from a preliminary literature review and previous internal institutional reports. Findings The findings from the focus groups indicate that TNE is largely “Australian-centric” when addressing the standard of academic quality and integrity. The findings pointed not so much to any sustained internationalisation of curriculum or administration or personnel but more as internationalisation as deemed required by the local academic. Originality/value To a greater extent, the findings highlighted that equivalent student outcomes do not necessarily equate to equivalent learning experiences or teaching workload. In fact, the frustration of the interviewees on the tension to fulfil the home institution curriculum and helping students to “comprehend” an Australian-centric curriculum translates to “additional and unrecognised workload” for the interviewees.

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Chen, Pi-Yun. "Teaching in offshore programmes: an assessment of university faculty’s self-efficacy, cultural competence and preparedness." Journal of Education for Teaching 42, no. 2 (February 21, 2016): 188–204. http://dx.doi.org/10.1080/02607476.2016.1143142.

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Vianna, Marcilene de Fatima Dianin, Emanuel Isaac Dos Santos, Leandro Queiroz Duarte, Carlos Frederico Barros, Andre Reis, Romulo Adrien Neves, Paulo Cury, Rodrigo Ribeiro, Marcio Souza Dos Santos, and Marcelo Costa. "Dynamic management of residual operational risk of offshore drilling units." Rio Oil and Gas Expo and Conference 22, no. 2022 (September 26, 2022): 291–92. http://dx.doi.org/10.48072/2525-7579.rog.2022.291.

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Rizzo, Diego, Alissa Lisboa, and Leonardo Martinez. "Worldwide assessment of the use of offshore manpower in FPSOs." Rio Oil and Gas Expo and Conference 22, no. 2022 (September 26, 2022): 303–4. http://dx.doi.org/10.48072/2525-7579.rog.2022.303.

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Poole, David, and Craig Ewan. "Academics as part-time marketers in university offshore programs: an exploratory study." Journal of Higher Education Policy and Management 32, no. 2 (March 12, 2010): 149–58. http://dx.doi.org/10.1080/13600800903575447.

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44

Ötsch, Silke. "The Offshore Coalition, Its Tactics and Strategies." American Behavioral Scientist 60, no. 3 (October 27, 2015): 321–39. http://dx.doi.org/10.1177/0002764215613408.

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Oberst, Bethany S., and Russel C. Jones. "Offshore outsourcing and the dawn of the post-colonial era of Western engineering education." European Journal of Engineering Education 31, no. 3 (June 2006): 303–10. http://dx.doi.org/10.1080/03043790600644461.

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46

Daugherty, Brian E., Denise Dickins, and M. G. Fennema. "Offshoring Tax and Audit Procedures: Implications for U.S.-Based Employee Education." Issues in Accounting Education 27, no. 3 (February 1, 2012): 733–42. http://dx.doi.org/10.2308/iace-50141.

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ABSTRACT Large accounting firms are increasingly performing audit and tax work for U.S.-based clients (and clients of other highly developed countries) in offshore locations, particularly India. Such arrangements are advantageous because of the availability of a skilled labor pool at a substantially lower cost than U.S. personnel, and the ability of the firms to operate nearly around the clock due to time differences between the U.S. and India. However, offshoring also creates substantial challenges in managing engagement teams comprised of individuals from culturally diverse backgrounds who rarely, if ever, communicate face to face. This paper identifies some of these challenges and their implications for the education of U.S.-based accountants.

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Holik, Tomas, John Chardine, Jim Garlinghouse, and Ian R. Stone. "Obituary." Polar Record 44, no. 1 (January 2008): 95. http://dx.doi.org/10.1017/s0032247407007139.

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Gustavo Pablo Roberto Papazian (Fig. 1) was born in Buenos Aires on 6 January 1961. After education in his home city he trained as a commercial offshore oilfield diver at the College of Oceaneering Commercial Diving Center in California, USA. He specialised in non-destructive testing to ASNT level 1 in ultrasonics.

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Chapman, Anne, and David Pyvis. "Quality, identity and practice in offshore university programmes: issues in the internationalization of Australian higher education." Teaching in Higher Education 11, no. 2 (April 2006): 233–45. http://dx.doi.org/10.1080/13562510500527818.

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Bailey, Anthony. "Offshore teaching practice in the Australia-Pacific Technical College: A case study in the South Pacific." International Journal of Training Research 9, no. 1-2 (April 2011): 164–78. http://dx.doi.org/10.5172/ijtr.9.1-2.164.

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Jablonowski, Christopher J., and Andrew N. Kleit. "Transaction Costs and Organizational Choice: Modeling Governance in Offshore Drilling." Engineering Economist 56, no. 1 (February 28, 2011): 28–58. http://dx.doi.org/10.1080/0013791x.2010.549934.

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