Relevant bibliographies by topics / Transnational education

Contents

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

Academic literature on the topic 'Transnational education'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Transnational education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Transnational education"

1

Bannier, Betsy J. "Global Trends in Transnational Education." International Journal of Information and Education Technology 6, no. 1 (2016): 80–84. http://dx.doi.org/10.7763/ijiet.2016.v6.663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Skerrett, Allison, and Lakeya Omogun. "When Racial, Transnational, and Immigrant Identities, Literacies, and Languages Meet: Black Youth of Caribbean Origin Speak." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–24. http://dx.doi.org/10.1177/016146812012201302.

Full text
Abstract:
Background/Context Immigrants are described as somewhat fixed in their geographical locations and activities in the world, having made a permanent move from their nation of origin to a new homeland. In contrast, transnational people are defined as those who live their lives across two or more nations and hold strong, multiple attachments to their nation-states. Frameworks of race are often centered in studies of the language and literacy practices of immigrant youth while transnational theories are typically prioritized in studies of transnational youths’ language and literacy practices. Research Questions/Participants This article explores extant research on the language and literacy practices and experiences of Black immigrant and Black transnational youth of Caribbean origin for whom the U.S. is a home. The purpose is to uncover similarities, differences, and nuances that may exist between the language and literacy practices and experiences of these populations. Research Design The extant research was analyzed through theoretical concepts such as micro-cultures, ethnoracial assignment and ethnoracial identity, raciolinguistics, and language and literacy as social practices. Findings Literacies prominent for both Black immigrant and Black transnational youth include reading, writing, the performing arts, and digital literacies. Analysis found that Black immigrant and Black transnational youth, through their language and literacy practices, undertake significant work in deconstructing Blackness as a monolithic racial category. The youths’ motivations for language and literacy use and transformation are conceptualized as efforts to make visible multiple ethnoracial identities and micro-cultural practices within an overarching racial category of Blackness. Analysis further found that Black immigrant and Black transnational youths’ experiences with racial, cultural, and linguistic discrimination lead many to subsume their original linguistic and literacy practices beneath the language and literacy practices of dominant ethnoracial groups in their new nations. In the case of Black transnationals, analysis found that they hold thick bonds to their countries of origin and new nations. Further, some transnationals have opportunities to spend extended time and employ their culturally influenced languages and literacies to a fuller degree in nations that hold appreciative perspectives on these repertoires. Such circumstances appear to promote Black transnationals’ abilities to continue developing and valuing their unique ethnoracial identities and ethnoculturally diverse language and literacy practices. Analysis further found that the multiple language and literacy practices of many Black immigrant youth are motivated by their longings to belong to diverse communities and connect to multicultural groups. However, these desires of youths’ were not oriented solely toward their new nation-states. Rather many Black immigrant youth actively seek out connection and consolidation of their homelands of origin and their new nations through language, literacy, and cultural practices. Analysis confirmed that this is a primary motivation for language and literacy development and use in transnational youth. Conclusion This article challenges the binary categories of immigrant and transnational using the cases of Black youth of Caribbean origin and their language and literacy practices. Its findings call for a more dynamic reconceptualization of the relationships among racial, immigrant, and transnational youth identities, literacies, and languages. Given the similarity of goals in the identity, language, and literacy practices of Black immigrant and Black transnational youth, this analysis argues that literacy research knowledge about Black immigrant youth can be enhanced by applying transnational as well as racial frameworks. Likewise, the article proposes that given the similarities of language and literacy goals, practices, and experiences, including racial and ethnic discrimination, shared by Black immigrant and Black transnational youth, future literacy research can undertake more explicit investigations of transnational youth's experiences through racial frameworks. The article suggests that knowledge of this kind can support scholars and educators in theorizing and designing educational spaces and curricula that enable all youth, notwithstanding their self- or other-assigned racial or sociopolitical categorization as native-born, immigrant, or transnational, to actualize while critically analyzing, the full range and diversity of their identities, languages, and literacies.
APA, Harvard, Vancouver, ISO, and other styles
3

Heffernan, Troy, Stephen Wilkins, and Muhammad Mohsin Butt. "Transnational higher education." International Journal of Educational Management 32, no. 2 (March 12, 2018): 227–40. http://dx.doi.org/10.1108/ijem-05-2017-0122.

Full text
Abstract:
Purpose The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications The findings suggest that student relationship management strategies should focus on strengthening the higher education institution’s reputation, and increasing the students’ trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.
APA, Harvard, Vancouver, ISO, and other styles
4

Naidoo, Vik. "Transnational Higher Education." Journal of Studies in International Education 13, no. 3 (May 21, 2008): 310–30. http://dx.doi.org/10.1177/1028315308317938.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Knight, Jane. "Transnational Education Remodeled." Journal of Studies in International Education 20, no. 1 (September 15, 2015): 34–47. http://dx.doi.org/10.1177/1028315315602927.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Grieves, Kevin. "TRANSNATIONAL JOURNALISM EDUCATION." Journalism Studies 12, no. 2 (April 2011): 239–54. http://dx.doi.org/10.1080/1461670x.2010.490654.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Oliveira, Gabrielle. "Transnational care constellations: Im/migrant families, children and education." Crossings: Journal of Migration & Culture 11, no. 2 (October 1, 2020): 187–99. http://dx.doi.org/10.1386/cjmc_00024_1.

Full text
Abstract:
Drawing on over a decade of empirical research, this article develops the framework of ‘Transnational Care Constellations’ in order to understand how mothers, children and caregivers are connected across national terrains. This approach takes into account the ways families organize care, economic, health and everyday decisions and focuses on relationships across nations. The purpose of this article is twofold: (1) to present relevant literature in transnational migration research that has led me to think about care as a central piece that keeps families together; and (2) to show through empirical ethnographic data three cases of families that are organized transnationally. This article also takes into consideration the impacts of a global pandemic in the modes of communication transnational care constellations have used.
APA, Harvard, Vancouver, ISO, and other styles
8

Choon Boey Lim, Fion. "Transnational Education in Chinese Secondary Education." International Higher Education, no. 87 (September 1, 2016): 12–13. http://dx.doi.org/10.6017/ihe.2016.87.9503.

Full text
Abstract:
This article discusses the development of transnational activities in the Chinese secondary school sector, particularly at the senior level. It describes how growth has outpaced quality control, and discusses the role that the China Centralised Government is likely to take in terms of future quality management.
APA, Harvard, Vancouver, ISO, and other styles
9

Shaw, Jo. "Introduction: Transnational Legal Education." European Review of Private Law 1, Issue 1/2 (March 1, 1993): 325. http://dx.doi.org/10.54648/erpl1993030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jackson, Robert. "Religious education: transnational developments." British Journal of Religious Education 32, no. 3 (September 2010): 185–87. http://dx.doi.org/10.1080/01416200.2010.498663.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Transnational education"

1

Williams, Morris. "Quality assurance in transnational education." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760999.

Full text
Abstract:
This study discusses the purpose, process and practice of quality assurance in transnational education (TNE) wherein institutions in one country award their degrees to students studying in another. This arrangement raises the issue of how the quality and standards of the degree programmes are assured so that they enable the programmes delivered in one country to be considered as being of a comparable quality and standard to those delivered in another. The study explores how the cross-national implementation of quality assurance is conducted and perceived by those engaged in it and the challenges such activity faces. Using data collected via structured interviews in Sri Lanka and the UK, the study examines the perceptions of participants in TNE collaboration. The analysis is undertaken within a conceptual framework developed from inter-firm relationship and supply chain management theories. The concept of “relational capital”, and its creation through socialisation activity, is proposed as a key factor in understanding TNE. A further body of literature is explored, that of inter-cultural communication and inter-cultural competence. The study contributes to the literature on TNE and internationalisation by identifying a tension between the financial drivers behind TNE and the resource intensive activities required to build relational capital. The findings are developed into a conceptual model for quality assurance in TNE, which can be used in the planning, management and evaluation of TNE and is designed to develop relational capital through the relational and inter-cultural competences of those engaged in such work. Through such a development, it is argued, quality assurance in TNE can move away from a process of enforced compliance with the prevailing quality assurance processes to one driven by a shared quality culture in which capacity building in the partner institutions of TNE can be achieved.
APA, Harvard, Vancouver, ISO, and other styles
2

Balarajan, Meera Varshini. "Transnational Indians education, migration & relationships." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614242.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Toohey, Daniel. "Transnational education and academic job satisfaction." Thesis, Toohey, Daniel ORCID: 0000-0002-9900-5383 (2018) Transnational education and academic job satisfaction. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/40606/.

Full text
Abstract:
Job satisfaction in general has been related to a number of positive organisational outcomes including decreased absenteeism and increased retention (Schubert-Irastorza & Fabry, 2014). More specifically, previous research has shown that academics’ job satisfaction is important for a number of reasons related to academic work, including its positive relationships with teaching quality (Bolliger & Wasilik, 2009), research productivity (Albert, Davia, & Legazpe, 2016), as well as student satisfaction (Xiao & Wilkins, 2015) and engagement (Crosling, 2012). Factors previously indicated as impacting on academics’ job satisfaction include interaction with students and colleagues (e.g., Oshagbemi, 1999), and the autonomy associated with the degree of control academics are able to exercise over their work life (e.g., Paul & Phua, 2011). Transnational Education (TNE) is an important facet of the international education learning and teaching landscape. Ensuring academics are positively engaged in TNE is a challenging but necessary issue for this form of educational provision, if the risks inherent in TNE are to be successfully mitigated. The objective of this thesis is to better understand how the way in which TNE is operationalised is related to the satisfaction of the academics involved, with Hackman and Oldham’s (1975) Job Characteristics Model (JCM) being used as the theoretical framework. The research objective was addressed in two studies. The first study focused on the satisfaction of academics located at home campuses. The second study examined satisfaction from the perspective of academics at TNE locations. Both studies employed a mixed-methods research approach, with analysis of quantitative and qualitative data collected using an online questionnaire followed by semi-structured interviews. In the first study, serious concerns regarding moderation and the processes associated with it, and the lack of direct involvement in the delivery of the unit, were highlighted. A negative relationship was identified between the amount of interaction home campus academics had with TNE academics, and their satisfaction. However, this appeared to be mitigated when the interactions were concerned with academic, rather than administrative matters. Interaction with TNE students was found to be an important factor in satisfaction, even when the interaction was not face-to-face. Other factors found to impact on academics’ satisfaction included the workload associated with TNE, in particular the timing of that work, and the lack of recognition of that work in terms of remuneration or loading. In the second study, a negative relationship was demonstrated between the amount of modification of supplied content the TNE academic completed and their satisfaction. Neither involvement in creation of assessment, nor the moderation process, was demonstrated to impact on TNE academics’ satisfaction. Causing concern for those TNE academics employed on a casual basis however, were the employment processes of host Private Education Institutions (PEIs), particularly with regard to appointment processes and ongoing job security. The results described in this thesis have practical implications for all involved in TNE in terms of how the academic work associated with TNE delivery is designed and allocated.
APA, Harvard, Vancouver, ISO, and other styles
4

カヴァデール・ジョーンズ, トリシア, and Tricia COVERDALE-JONES. "International Approaches to Transnational Higher Education (TNHE)." 名古屋大学高等研究教育センター, 2012. http://hdl.handle.net/2237/16412.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lau, Tsing Erica. "An investigation of transnational higher education in Hong Kong : developing transnational intercultural communities of practice." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16471.

Full text
Abstract:
Driven by globalisation and neoliberal agendas (GATE, 2000; WTO, 2015), Transnational Higher Education (TNHE) has emerged to meet the educational demand of markets around the world, including those in Hong Kong (Lo, 2017; UK Higher Education International Unit, 2016). In view of the rapid development of TNHE over the past decade, focus has turned to quality and the purpose of TNHE (Leung and Walters, 2013a, 2013b), with scholars advocating the development of throuintercultural collaboration and interaction in order to bring distinctive value to TNHE (Djerasimovic, 2014; Keay et al., 2014; Montgomery, 2014). This study aims to enable a new understanding of the phenomenon of TNHE in Hong Kong, with particular focus on how different TNHE models of provision offer intercultural experiences to staff and students and how they develop interculturality, through intercultural communities of practice (Keay et al., 2014). The conceptual framework of this study is built on the concept of communities of practice (Lave and Wenger, 1991; Wenger, 1998). The unique nature of communities of practice as a social form of learning is essential to the development of interculturality in TNHE communities (Kim, 2009) and presents a new perspective through which to interpret TNHE. This study adopts a qualitative method and is set within the interpretive paradigm. Case study approach have been adopted to include universities from the United Kingdom and the USA delivering TNHE programmes in Hong Kong, under the models of branch campus, joint delivery and franchised delivery. Prior to the data collection, a review of documents was carried out to explore the institutional mission and internationalisation strategies of the selected universities, and to contextualise the case studies. Individual interviews and focus group interviews with TNHE staff and students were conducted to explore their perceptions of intercultural interaction in TNHE. The findings of the study reveal that diverse models of transnational education, namely: branch campus, joint delivery and franchised delivery, have a significant impact on the development of perceived intercultural communities of practice. In these models, members of the communities of practice are engaged in diverse rhythms of intercultural interaction, according to which distinctive communities of practice are formed with different forms of interculturality. The study also shows the distinctive value of TNHE in developing positional advantage for graduates in the global labour market, through the nurturing of intercultural and professional competence (British Council, 2013; Mellors-Bourne et al., 2015; Jones, 2013). Central to this study is the innovative contribution in reconstructing the framework of communities of practice, to develop the concept of transnational interculturality in TNHE communities of practice. This concept illustrates a set of processes of intercultural interaction between TNHE communities of practice, which may contribute to the long term benefits and distinctive value of TNHE as a form of education.
APA, Harvard, Vancouver, ISO, and other styles
6

Irving, Rosalind. "The role of a transnational education service business in higher education." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715296.

Full text
Abstract:
There is percieved to be an increasing role for private actors in education in different sectors and locations. This is seen as an effect of the increasing role of markets, competition and choice in policy activity. This study explores this from two perspectives: firstly, as an intrinsic case study that aims to shed light on the behaviour of a specific organization. The case examined is that of Pearson which is the largest education company globally. The global reach and extensive nature of Pearson’s diverse activities suggest it may play an important role in education and is of value as an object of study. Secondly, the study examines business behaviour in relation to social policy theory and education policy. Theory suggests that businesses are models and vehicles for efficient service provision. One aim of this research was to discover how this might happen in practice. How might a business actually behave and how does this relate to what theory and policy assumes? The issue is approached through three core aspects of Pearson’s business: globalization, digitization and higher education as they evidence policy themes of markets, competition and choice. The research was framed as a case study using two data types: documentary research and interviews with subjects connected to Pearson. It uses the lens of business practices to examine strategies as they are assumed to relate to other companies, to products, as involvement in education policy emanating from the UK and as practices at subject level. The research finds that Pearson seeks opportunities to manipulate neoliberal policy themes to its advantage. The fact of being a publicly traded company has a significant impact on the organization’s behaviour, which exhibits a monopolizing tendency, and is key to understanding Pearson’s involvement in education.
APA, Harvard, Vancouver, ISO, and other styles
7

Dong, Zhicheng. "The development of transnational higher education in China." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531200.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Uroda, Andery. "Transnational higher education across the border of Russia and China : a case study of two tertiary partnerships between Vladivostok and Harbin." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hdl.handle.net/10722/210332.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Corbeil, Annick. "The experiences of international students in transnational higher education programs in Singapore." online access from Digital Dissertation Consortium access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?MR16398.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nnoduechi, Christopher Ihesiaba. "Nontraditional Graduate Students' Satisfaction With Their Transnational Educational Experience." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/441.

Full text
Abstract:
This retrospective, nonexperimental, quantitative study was designed to explore nontraditional students’ perceptions of satisfaction with their graduate education experience in a customized transnational educational context. This study was undergirded by theories and concepts gleaned from multiple disciplines. Disconfirmed expectations theory of consumer satisfaction derived from expectancy theory, which describes the motivations and behaviors of consumers who purchase a service but cannot fully evaluate the service until it has been consumed, provided the overarching conceptual framework for the research. This research analyzed data from 62 graduates of a customized, transnational Master of Education program in educational leadership. Participants responded to a quantitative instrument that contained 18 questions related to various aspects of the respondents’ educational experience. The qualitative component involved responding to six open-ended questions. Descriptive statistical analyses were conducted on the quantitative data. The analyses performed include frequency distributions, means and standard deviations, Cronbach’s coefficient alpha, and a correlation matrix for the dependent and independent variables and for the six subcategories. To examine whether differences in satisfaction with specified aspects of the program were reflected in differences in subscale satisfaction, t tests were also conducted. Conventional content analysis was employed to analyze qualitative data. Statistical analyses indicated that participants were satisfied with every aspect of their educational experience. This empirical study contributes to the knowledge bank of student satisfaction in a transnational context. When the particular and peculiar needs of nontraditional learners are considered when designing graduate level programs, institutional accommodations are provided, courses that are relevant to students’ needs are taught by instructors with relevant andragogical skills, the appropriate support systems are in place, and the overall goal is to provide education that is relevant to the personal and career goals of the students, students will be satisfied with their educational experience.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Transnational education"

1

You, Xiaoye, ed. Transnational Writing Education. New York : Routledge, 2018. | Series: ESL & applied linguistics professional series: Routledge, 2018. http://dx.doi.org/10.4324/9781351205955.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tsiligiris, Vangelis, and William Lawton, eds. Exporting Transnational Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tsiligiris, Vangelis, William Lawton, and Christopher Hill, eds. Importing Transnational Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-43647-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Han, Yu, and Xiaoyan Ji. Postmonolingual Transnational Chinese Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15153-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nickl, Benjamin, Stefan Popenici, and Deane Blackler, eds. Transnational German Education and Comparative Education Systems. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36252-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hill, Christopher, Judith Lamie, and Tim Gore. The Evolution of Transnational Education. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003225386.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Francois, Emmanuel Jean, Mejai B. M. Avoseh, and Wendy Griswold, eds. Perspectives in Transnational Higher Education. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-420-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fehrenbach, Hana. Transnational Alliances in Higher Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-42081-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Huang, Futao. Transnational higher education in Asia and the Pacific Region. Higashi-Hiroshima, Japan: Research Institute for Higher Education, Hiroshima University, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Transnational education"

1

Wilkins, Stephen, and Katariina Juusola. "Transnational Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_249-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pendery, David. "Transnational Education." In Transnational Taiwan, 123–27. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4368-3_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wilkins, Stephen, and Katariina Juusola. "Transnational Education (TNE)." In The International Encyclopedia of Higher Education Systems and Institutions, 2649–56. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_249.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zeitlyn, Benjamin. "British Bangladeshis in Education." In Transnational Childhoods, 100–130. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137426444_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hones, Donald F., Li Cheng, and Jikwang Baek. "Transnational English." In Perspectives in Transnational Higher Education, 127–40. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-420-6_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wu, Zhiwei. "Technology-Mediated Transnational Writing Education." In Transnational Writing Education, 170–86. New York : Routledge, 2018. | Series: ESL & applied linguistics professional series: Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tsiligiris, Vangelis, and William Lawton. "TNE 2.0: Informing Practice Through Research." In Exporting Transnational Education, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Richards, Gill, Simoni Symeonidou, and Eleni Livaniou. "Designing a Successful International Course: What Can We Learn from Students’ Experiences on an Erasmus Intensive Programme?" In Exporting Transnational Education, 177–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mujtaba Husein, Ummesalma. "Images of Student Experiences on Social Media: The Case of International Branch Campuses in Dubai." In Exporting Transnational Education, 197–215. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lawton, William, and Vangelis Tsiligiris. "The Future of TNE." In Exporting Transnational Education, 217–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Transnational education"

1

Miliszewska, Iwona. "Is it fully On or partly Off? The Case of Fully-Online Provision of Transnational Education." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3073.

Full text
Abstract:
With rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers, or expand their transnational education offerings. Many of those providers regard online provision of their programs as an economic alternative to face-to-face teaching. Do the transnational students support this view? This paper discusses the prospects of fully-online provision of education programs in one of the most important transnational markets: Hong Kong. The paper also reports on a study of the perceptions of transnational students in Hong Kong on the importance of face-to-face interaction in their courses. The paper concludes by considering the future of fully-online education in the transnational context.
APA, Harvard, Vancouver, ISO, and other styles
2

"Review of Transnational Higher Education." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Miliszewska, Iwona, John Horwood, and Albert McGill. "Transnational Education through Engagement: Students' Perspective." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2609.

Full text
Abstract:
A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year project subject. The project, a team effort, involves the design and implementation of a real- life computer application for an external client. The project model in Hong Kong was modified to accommodate a variety of time, distance, and cultural constraints, but its core components of group context, project-based problems, and outside focus remained unchanged. Australian teachers responsible for the program consider these three project components essential to transforming computing students into competent graduates. Do Hong Kong students support this view? This paper reports on a study of the students’ perceptions of the project experience and the relative importance of its three components. The paper concludes by considering the implications of the study on the project model.
APA, Harvard, Vancouver, ISO, and other styles
4

Vasconcelos, Rosa M., Emília Araújo, Márcia Silva, and Lara Campinho. "Transnational Higher Education: Diversity as Challenge." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343355.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bernal, Maria, and Andrea Apa. "INNOVATIVE TRANSNATIONAL / INTERNATIONAL HIGHER EDUCATION PROGRAMS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0322.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yang, Na, and Miao Shang. "Development Research of Transnational Higher Education." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.328.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Abdel-Aty, Ahmed A. R., Abanoub R. Nassief, Mary Mikhail, Hany M. Elsharkawy, Rami Ghannam, and Ahmed S. G. Khalil. "Solar Thermal Collector Education using Polysun Simulations Software." In 2020 Transnational Engineering Education using Technology (TREET). IEEE, 2020. http://dx.doi.org/10.1109/treet50959.2020.9189749.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Leitao, Paulo, Juan Carlos Fraile, Vidal Moreno, Robert Harrison, Halis Altun, Armando W. Colombo, Javier P. Turiel, and Belen Curto. "Transnational lifelong education course in robotic systems." In IECON 2015 - 41st Annual Conference of the IEEE Industrial Electronics Society. IEEE, 2015. http://dx.doi.org/10.1109/iecon.2015.7392752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Molin, Ulrika, and Anna Oldner Bengtsson. "DIGITAL BRIDGES – TRANSNATIONAL COLLABORATIVE LEARNING." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1173.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ghannam, Rami, and Imran Shafique Ansari. "Interactive Tree Map For Visualising Transnational Engineering Curricula." In 2020 Transnational Engineering Education using Technology (TREET). IEEE, 2020. http://dx.doi.org/10.1109/treet50959.2020.9189750.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Transnational education"

1

Haider, Huma. Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood. Institute of Development Studies, May 2024. http://dx.doi.org/10.19088/k4dd.2024.012.

Full text
Abstract:
This rapid evidence review focuses on the internationalization of education, particularly in Central Asia and the Eastern Neighbourhood. It examines how education influences development outcomes, emphasising higher education's role in economic growth and human capital enhancement. The review highlights challenges in accessing quality education, especially in higher education, and addresses issues like social inequality and the exclusion of children with disabilities. Strategies for internationalization, including English language instruction, are explored, alongside efforts to counter misinformation. Despite growth in mobility and transnational education, gaps in research persist, particularly regarding the benefits of internationalisation and the effectiveness of education interventions against misinformation.
APA, Harvard, Vancouver, ISO, and other styles
2

Middlehurst, Robin, and Steve Woodfield. The Role of Transnational, Private, and For-Profit Provision in Meeting Global Demand for Tertiary Education: Mapping, Regulation and Impact. Commonwealth of Learning (COL), 2004. http://dx.doi.org/10.56059/11599/241.

Full text
Abstract:
This is a report of a first-stage project sponsored by UNESCO and the Commonwealth of Learning to map the extent, range, and impact of transnational, private, and for-profit tertiary education provision in a sample of countries. The data, collected from readily available public sources and verified by in-country experts, was first used to create country case studies for Jamaica, Bangladesh, Malaysia, and Bulgaria. A summary report was then produced that drew comparisons across countries in relation to five topics: overviews of each country; national education systems and policies; regulatory frameworks, accreditation, and quality assurance; transnational, private, and for-profit provision; and local perceptions of impact. The summary report also provides a comparative analysis across countries, with reference to the wider literature, and draws out a series of policy implications from the study for governments, institutions, and agencies, both national and international.
APA, Harvard, Vancouver, ISO, and other styles
3

Peirce, Jennifer, and Alexandre Veyrat-Pontet. Citizen Security in Belize. Inter-American Development Bank, October 2013. http://dx.doi.org/10.18235/0009140.

Full text
Abstract:
In the face of rising crime rates and increasingly complex transnational and local criminal dynamics, Belize's limited institutional resources are overstretched. Youth violence and gangs are of particular concern in urban areas, where lack of education and employment options converge with the prevalence of guns and trafficking networks. Despite some promising smaller-scale crime prevention initiatives, a comprehensive crime prevention strategy requires more significant institutional reforms. This Technical Note reviews the current trends in crime and violence in Belize and the government's existing policies and programs in the sector. It then proposes several short and medium-term actions to strengthen the government's ability to prevent and reduce crime and violence, such as consolidating strategic planning and information management efforts, designing prevention programs more tailored to specific at-risk groups, bolstering criminal investigation and community policing resources, and adapting the corrections system to the specific needs of juveniles and gang-involved youth.
APA, Harvard, Vancouver, ISO, and other styles
4

Lazonick, William, Philip Moss, and Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, February 2022. http://dx.doi.org/10.36687/inetwp177.

Full text
Abstract:
Thus far in reporting the findings of our project “Fifty Years After: Black Employment in the United States Under the Equal Employment Opportunity Commission,” our analysis of what has happened to African American employment over the past half century has documented the importance of manufacturing employment to the upward socioeconomic mobility of Blacks in the 1960s and 1970s and the devastating impact of rationalization—the permanent elimination of blue-collar employment—on their socioeconomic mobility in the 1980s and beyond. The upward mobility of Blacks in the earlier decades was based on the Old Economy business model (OEBM) with its characteristic “career-with-one-company” (CWOC) employment relations. At its launching in 1965, the policy approach of the Equal Employment Opportunity Commission assumed the existence of CWOC, providing corporate employees, Blacks included, with a potential path for upward socioeconomic mobility over the course of their working lives by gaining access to productive opportunities and higher pay through stable employment within companies. It was through these internal employment structures that Blacks could potentially overcome barriers to the long legacy of job and pay discrimination. In the 1960s and 1970s, the generally growing availability of unionized semiskilled jobs gave working people, including Blacks, the large measure of employment stability as well as rising wages and benefits characteristic of the lower levels of the middle class. The next stage in this process of upward socioeconomic mobility should have been—and in a nation as prosperous as the United States could have been—the entry of the offspring of the new Black blue-collar middle class into white-collar occupations requiring higher educations. Despite progress in the attainment of college degrees, however, Blacks have had very limited access to the best employment opportunities as professional, technical, and administrative personnel at U.S. technology companies. Since the 1980s, the barriers to African American upward socioeconomic mobility have occurred within the context of the marketization (the end of CWOC) and globalization (accessibility to transnational labor supplies) of high-tech employment relations in the United States. These new employment relations, which stress interfirm labor mobility instead of intrafirm employment structures in the building of careers, are characteristic of the rise of the New Economy business model (NEBM), as scrutinized in William Lazonick’s 2009 book, Sustainable Prosperity in the New Economy? Business Organization and High-Tech Employment in the United States (Upjohn Institute). In this paper, we analyze the exclusion of Blacks from STEM (science, technology, engineering, math) occupations, using EEO-1 employment data made public, voluntarily and exceptionally, for various years between 2014 and 2020 by major tech companies, including Alphabet (Google), Amazon, Apple, Cisco, Facebook (now Meta), Hewlett Packard Enterprise, HP Inc., Intel, Microsoft, PayPal, Salesforce, and Uber. These data document the vast over-representation of Asian Americans and vast under-representation of African Americans at these tech companies in recent years. The data also shine a light on the racial, ethnic, and gender composition of large masses of lower-paid labor in the United States at leading U.S. tech companies, including tens of thousands of sales workers at Apple and hundreds of thousands of laborers & helpers at Amazon. In the cases of Hewlett-Packard, IBM, and Intel, we have access to EEO-1 data from earlier decades that permit in-depth accounts of the employment transitions that characterized the demise of OEBM and the rise of NEBM. Given our findings from the EEO-1 data analysis, our paper then seeks to explain the enormous presence of Asian Americans and the glaring absence of African Americans in well-paid employment under NEBM. A cogent answer to this question requires an understanding of the institutional conditions that have determined the availability of qualified Asians and Blacks to fill these employment opportunities as well as the access of qualified people by race, ethnicity, and gender to the employment opportunities that are available. Our analysis of the racial/ethnic determinants of STEM employment focuses on a) stark differences among racial and ethnic groups in educational attainment and performance relevant to accessing STEM occupations, b) the decline in the implementation of affirmative-action legislation from the early 1980s, c) changes in U.S. immigration policy that favored the entry of well-educated Asians, especially with the passage of the Immigration Act of 1990, and d) consequent social barriers that qualified Blacks have faced relative to Asians and whites in accessing tech employment as a result of a combination of statistical discrimination against African Americans and their exclusion from effective social networks.
APA, Harvard, Vancouver, ISO, and other styles
5

Competitiveness and Science and Math Education: Comparing Costa Rica, El Salvador and Brazil (Recife) to Sweden. Inter-American Development Bank, June 2006. http://dx.doi.org/10.18235/0011156.

Full text
Abstract:
The purpose of this study is to document and give deeper substance to the link between math and science achievement and the economic performance of firms in the information and communications technology (ICT) cluster in four countries: Brazil (Recife), Costa Rica, El Salvador, and Sweden. Sweden was used as the comparison country since its achievement in math and science, as measured by international tests, ranks among the highest in the world. There are four premises that underpin this study: 1) There is a clear link between math and science achievement and the economic performance of firms in a country; 2) This link is forged in the process of technology transfer; 3) The process of technology transfer in developing countries often occurs in exchanges between a transnational corporation (TNC) and its local suppliers; 4) Good math and science skill levels are critical for the technology transfer process to create value, both for the TNC and its local suppliers/partners.
APA, Harvard, Vancouver, ISO, and other styles
6

ASSAf Distinguished Visiting Scholar (DVS) Programme 2023/24. Academy of Science of South Africa (ASSAf), 2024. http://dx.doi.org/10.17159/assaf.2024/102.

Full text
Abstract:
The Academy of Science of South Africa (ASSAf) hosted Prof Loretta Baldassar as the 2023/24 ASSAf Distinguished Visiting Scholar (DVS). The DVS Programme took place on 12 - 27 March 2024. Prof Baldassar delivered a series of lectures under the theme “Transnational Family Care: from social death to digital kinning over a century of Australian migration” at various institutions across five Provinces: the universities of the Witwatersrand (Wits), Limpopo (UL), Free State (UFS), Rhodes, Stellenbosch and University of Cape Town (UCT). She also engaged with emerging academics at these institutions as part of her research capacity development work, drawing on the tools and insights of social network analysis (SNA). Prof Baldassar is Professor of Anthropology and Sociology, Vice Chancellor’s Professorial Research Fellow, and Director of the Social Ageing (SAGE) Futures Lab at Edith Cowan University (ECU). The Academy of Science of South Africa (ASSAf) annually invites one or more distinguished scholars from abroad to present lectures at various higher education institutions around the country. The scholars are internationally prominent academics who are inspirational speakers and usually with an ability to bridge the divides between disciplines. The purpose of the Distinguished Visiting Scholars’ Programme is to fulfil one of the Academy’s strategic goals, viz. the promotion of innovation and scholarly activity. Through interaction with distinguished individual scholars from around the world, ASSAf aims to enrich and stimulate research endeavours at South African higher education and research institutions. Scholars from the humanities disciplines are invited in alternate years.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Transnational education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography