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Dissertations / Theses on the topic 'Transnational education'
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1
Williams, Morris. "Quality assurance in transnational education." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760999.
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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.
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Balarajan, Meera Varshini. "Transnational Indians education, migration & relationships." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614242.
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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/.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Nnoduechi, Christopher Ihesiaba. "Nontraditional Graduate Students' Satisfaction With Their Transnational Educational Experience." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/441.
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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.
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Liu, Pei. "Transnational higher educational alliances in China an analysis from three theoretical perspectives /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3254401.
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Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.
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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.
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Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.
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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.
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King, Louise. "Australian Transnational Vocational Education and Training Provisions: Sustainability, Quality, and Relevance." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386029.
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In an era of globalisation and economic competitiveness, Australia plays a major role
in assisting other countries’ governments to build their workforce through the
provision of vocational education programs. This is referred to as transnational
education. It encompasses any educational service or product offered by an
educational institution based in one country to students in another. The advantages
of the provision of these programs include expanding opportunities for governments
and individuals to access relevant and quality vocational education in their own
country. However, the capacity of Australian educational providers to meet the
diverse needs of this market is hampered by its own national regulations. The
mandatory requirements for the implementation of the Australian national vocational
education curricula -- known as Training Packages -- which are tied to national
industry standards, restrict these provisions and frequently render them irrelevant to
the needs and circumstances of other countries. Therefore, questions emerge about
the sustainability of pursuing an approach to transnational education that expects
and requires teachers to maintain these standards in a country for which the
curriculum was not designed.
To understand how teachers negotiate the needs and interests of
transnational students and their sponsors amongst the imperatives of national
curricula, a tentative analytical framework was synthesised from a review of relevant
literature. This framework of curriculum conceptions was used as the basis for
comprehending what constitutes an extensive account of curriculum in Australian
transnational vocational education and training (VET). To understand further the key
factors associated with teachers developing, adapting, and enacting Training
Packages in another country, a phenomenological approach was used to collect and
analyse data. The informants included 13 Australian and expatriate teachers who
taught in transnational VET programs across nine countries. The findings contribute
to an explanation of the complexity of factors that influenced these teachers’
enactment of the curriculum and how they engaged in decision-making, problemsolving,
and curriculum formation to overcome the constraints associated with
implementation. The aim of using a phenomenological approach was to foster an
understanding of curriculum transformation in Australian transnational VET through
the experiences and perspectives of teachers directly involved in the process. It is
contended that their views are essential in seeking to understand the relevance,
quality, and sustainability of Australia’s approach to transnational VET. The findings show that five situational factors had the most influence on these
teachers’ ability to maintain Australian curriculum standards in another country: (a)
information, (b) resource, (c) material, (d) institutional, and (e) student readiness.
These factors were manifested quite differently across national and cultural contexts.
Thus, teachers faced different forms of dissonance between the intentions of the
curriculum and what was understood and supported by stakeholders in each
situation. As a consequence of these situational factors, and within their scope of
decision-making, teachers took on the role of developers in the enactment of the
curriculum, informed by three distinct phases: (a) assessment, (b) deliberation, and
(c) curriculum remaking. Teachers reported engaging in these phases to resolve the
tension between the expectation to maintain Australian standards and meeting their
students’ needs. In the process, they recontextualised their ideas of curriculum
quality when they came to the realisation that they could not enact an Australian VET
curriculum in another country with fidelity as such enactment was, by varying
degrees, impracticable, irrelevant, and unenforceable. Consequently, through their
deliberations, these teachers became the curriculum-makers. They remade the
curriculum to increase its relevance, learnability, and attainability for students through
its enactment. The outcomes of these strategies were shown to be not always
consistent with the intentions of the curriculum. Moreover, the quality and relevance
of the materials they developed was, in many instances, hampered by a lack of local
knowledge.
These findings suggest that there is a need for supporting an extended scope
of the teachers’ role in negotiating with local stakeholders to develop a relevant
curriculum and its measures of quality in context. The provision of customised
professional development, along with material support and implementation
guidelines, is also essential if such teachers are to fulfil this role. Additionally, closer
monitoring of curriculum implementation by the Australian regulator would not only
hold teachers accountable to, but would also legitimise, the decisions they make in
another country. Such efforts may well strengthen the relevance, quality, and
sustainability of these transnational educational provisions and also make
transparent the worth of Australian VET qualifications obtained by students
internationally.Thesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Siu, Ben. "Success and failure factors of foreign direct investment in transnational education." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9668.
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This study identifies the success and failure factors of foreign direct investment in transnational education. With western tertiary education markets becoming more saturated, it becomes essential for higher education institutions (HEI) to pursue new and lucrative opportunities internationally. One approach to internationalisation is the establishment of international branch campuses (IBC). This method provides the highest level of control but incurs the most risk, and failure can result in irrecoverable damage to reputation and substantial loss of resources. A review of the literature shows that numerous facets should be considered when establishing an IBC, but there are limited studies that holistically address what makes them successful or how success can be measured. Three research questions were devised to address the gaps in the extant literature. A three-stage exploratory mixed methodology is implemented consisting of expert surveys, case studies and a quantitative survey. The results show five factors that contribute to the success of an IBC. Additionally, eight classifications of success measures and a framework for establishing an IBC were identified. A key finding is the importance of the HEI factor; the remaining factors should be considered once it has been established that the HEI is able to open and operate an IBC efficiently. Furthermore, this study is one of few that presents a holistic view of how to operate an IBC successfully. The results of this thesis present HEI managers with the key considerations when developing an IBC and academicians with scope to further understand what makes IBCs successful.
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Bordogna, Claudia. "How do the activities of faculty members affect relationships and partnership developments in transnational higher education contexts? : a study of two Sino-British transnational higher education partnerships." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/27934/.
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For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance and pedagogy. Whilst these are important when designing and managing cross-border programmes, there is a lack of research which focuses on the way in which social interactions influence the pace, and development of TNE partnerships. How faculty members engage with each other across borders and interpret each other’s actions and associate meanings are arguably critical to the way international partnerships develop. The research presented aims to positively contribute towards an understanding of how activity undertaken by faculty members at the operational stage of TNE ‘joint’ partnerships, affect the development of social capital, and the effect this has on a partnership’s overall transformation. Embedded within a critical realist paradigm, representing a stratified and transformational ontology, appreciative of both the objective and subjective dimensions of reality (Bhaskar, 2008) a multiple-case study design comprising of two Sino-British ‘joint’ partnerships provides the method in which to analyse the operational practices of faculty members. Drawing upon data taken from interviews conducted in China and the UK, data is analysed using various theoretical frameworks, including third generation cultural historical activity theory (CHAT)(Engeström 2001), transformational model of social action (TMSA) (Archer, 1995) and elements of social action theory (Weber, 1978). This research concludes, that for Sino-British ‘joint’ partnerships to positively progress and become institutionalised (Eddy, 2010) over time, those tasked with initiating international alliances should consider the development of relationships between operational faculty members. Partnership design and construction is critical in enabling these relationships to develop. Findings suggest that three underlying mechanisms, time, historicity (legacies), culture and motive, influence the activities of faculty members. Structures and systems that develop over time must consider these dimensions, so that faculty member communication and emotional responses remain positive, thereby encouraging the access and mobilisation of resources embedded in the partnership network. Moreover, the consequences of such social interactions are to produce affective regard, respect, trust and confidence amongst operational employees. Faculty member relationships are fundamental in ensuring Sino-British partnerships positively transform, and strengthen over time.
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Rizvi, Sukaina. "A transnational approach to educational leadership capacity building: a case study of the Masters of Education programme at Notre Dame Institute of Education, Karachi, Pakistan." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/4663b53bbad2ea0bedb1f87e8e039090b7dfdca3d749b63ca26310ce6d17606e/2482132/65068_downloaded_stream_293.pdf.
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The expansion of educational opportunities internationally provides major prospects for developing countries to reform their education systems. The rise of new forms of transnational education, (the provision of education to learners in a country different from that of the provider) and the expansion of capacity building opportunities have helped developing nations to increase domestic access to international education and to enhance the quality of their local education systems through increasing the variety and relevance of their programmes. Pakistan, being a developing nation, faces huge educational challenges due to its highly rigid and bureaucratic system of education. It also faces a lack of resources and training opportunities to enhance and expand the capabilities of teachers and educational leaders. However, community based, not-for-profit institutions in Pakistan are making every effort to improve the quality of education through providing capacity building opportunities to teachers and educational leaders. Notre Dame Institute of Education (NDIE) in Karachi is one such kind of institute. It is affiliated with Karachi University (KU) and accredited with Australian Catholic University (ACU) and offers an M. Ed. programme for educational leaders. This study explores the effectiveness of the transnational M. Ed. programme at NDIE as a means of educational leadership capacity building in Pakistan. The main research problem was examined through four research questions which explored: the distinctive elements of the M. Ed. programme offered at NDIE and its focus on capacity building; the contextual factors contributing to this capacity building; the impact of the M. Ed. programme on the development of the leadership capacity of its graduates; and finally the contributions of this case study research to the understanding of issues related to transnational education focusing on educational capacity building. A qualitative approach, in the form of case study, was adopted for the research. The data was collected by means of survey questionnaires distributed to all the M. Ed. graduates; in-depth individual interviews and focus group interviews of selected graduates and NDIE teachers; analysis of the documents related to the M. Ed. programme and the transnational partnership between ACU and NDIE, and the researcher's reflective journal. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. This study highlights the contribution of the NDIE M. Ed. programme to the development of educational leaders in Pakistan and its impact on graduates in terms of bringing about change in their knowledge, skills, attitudes and practices as educational leaders. Using the United Nations Development Programme's framework (2009), this study also provides insights into the process of capacity building through the transfer and successful application of knowledge, expertise and methodologies from one educational context into another very different educational context. Furthermore, this study provides valuable insights into the contribution of ACU, Australian Sisters of Mercy and the Catholic Education system to educational leadership capacity building in Pakistan. As a result of this research, a number of recommendations are made for consideration by NDIE, other providers of leadership development programmes in Pakistan, ACU and future researchers.
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Levatino, Antonina. "Brain training - brain draining : skilled migration, student mobility, and transnational higher education." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/392604.
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The cross-border mobility of educational services, commonly known as transnational higher education (TNHE), represents an important dimension of the internationalisation of higher education. Its relationship with the mobility of students and graduates has raised interest among scholars from different disciplines, but empirical evidence is rare. This thesis addresses this gap by providing three empirical studies on this issue. Overall, the results indicate that TNHE is not substituting student mobility and suggest that the provision of TNHE can constitute a strategy for developed countries to increase skilled migrants’ and students’ recruitment. The results equally imply that caution should be devoted to these kinds of issues by developing countries when opening their educational market to foreign providers. A range of other findings contribute to a deeper and nuanced understanding of the phenomenon of TNHE. The insights provided can benefit future research both on international migration and higher education.La mobilitat internacional dels serveis educatives, comunament coneguda com l'educació superior transnacional (TNHE), representa un aspecte important de la internacionalització de l'educació superior. La seva relació amb la mobilitat dels estudiants d'educació superior i graduats ha despertat interès entre acadèmics de diferents disciplines. L'evidència empírica és però escassa. Aquesta tesi proporciona tres estudis empírics sobre aquesta qüestió. Els resultats indiquen que la TNHE no està substituint la mobilitat d'estudiants i suggereixen que la provisió de TNHE pot constituir una bona estratègia per els països desenvolupats per atreure més immigrants qualificats i estudiants. Els resultats impliquen igualment que els països en desenvolupament, que obren el seu mercat educatiu als proveïdors estrangers, han de prestar atenció a aquest tipus de possibles conseqüències. Una gamma d'altres resultats contribueixen a una comprensió més profunda i matisada del fenomen de la TNHE. Si proporciona també una sèrie de pistes i reflexions per a futures investigacions.
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Savage, Polly. "Um só povo : transnational solidarity and art education in Mozambique, 1961-1986." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3459/.
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Between 1961 and 1986, the contexts in which artists could train and practice in Mozambique radically shifted. During the country’s transition from overseas territory of Portugal’s quasi-fascist Estado Novo regime, to Marxist-Leninist vanguard state, to neo-liberal democracy, expressions of international solidarity with the Mozambique liberation front (FRELIMO) generated dynamic flows of people, objects and ideas into and out of the country. This state of flux produced a range of opportunities for artists, as well as contingent expectations for the role of their work in the new nation. Understanding art education and patronage as both an apparatus of power and a locus of transnational exchange, this thesis focuses on the experience of three artists who navigated this shifting terrain: Malangatana (1936-2011), João Craveirinha (born 1947) and Celestino ‘Cejuma’ Matavele (born 1959). Whilst these artists all articulated, in different ways, the struggle against colonialism and their vision for a future nation, their approaches often ran counter to the prevailing political discourse and aesthetic pedagogies. Ultimately, I argue that this dissonance reveals how deeply the parameters for art in Mozambique were contested by artists during this time.
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Lim, Sen Lee. "Australian University Transnational Education Programs: An Empirical Investigation of the Business Models." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/77508.
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This in-depth qualitative case study explores the criteria two Australian public universities use in the selection between the Direct (DM) and Outsourced Models (OM) of TNE business delivery, and the role of the theories of the firm viz., transaction cost economics (TCE), property rights theory (PRT) and agency theory (AT) in driving these criteria and the longevity of the models. It identified significant tipping points along the TNE journeys of each university, and four new models of TNE delivery.
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Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.
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The purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.
This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the Standards for Reporting on Empirical Social Science Research in AERA Publications.
This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.
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Xu, Xiao. "Exploring the educational ideas and prtactice of UK transnational education in China from the perspective of citizenship." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/exploring-the-educational-ideas-and-prtactice-of-uk-transnational-education-in-china-from-the-perspective-of-citizenship(e9e8ef5b-81ea-4130-9510-a3fb02a55e47).html.
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This research project is an investigation of the educational ideas and practice of UK Transnational Education (TNE) in mainland China from the perspective of citizenship education. There are two areas of detailed examination. The first area of enquiry looks into the educational process of UK TNE, exploring how citizenship education has been conducted in UK TNE. The second aspect looks at how the students perceive their roles as citizens in a globalising world. In this research, citizenship education is broadly understood as the preparation of students for their roles as citizens through formal educational institutions. Four cases representing different models of UK TNE in China were included in the empirical investigation. Qualitative data regarding the educational ideas (how the TNE cases perceive their roles in preparing students to be future citizens), the pedagogical process (curriculum, teaching and learning of citizenship modules) and campus ethos (campus culture and students’ organisations and activities) was collected to describe how citizenship education was conducted in UK TNE. Meanwhile, to understand how the students perceive citizenship and citizenship education, a mixed method of students’ interviews complemented by simple questionnaires surveys was adopted. Synthesising different aspects of research findings, a descriptive model was drawn to explain the various factors influencing how citizenship education is perceived and incorporated into UK TNE in China. The research found that citizenship education was predominantly regulated and directed by relevant policies in China. The most widely adopted approach (joint programmes of Case C and D and affiliated college of Case B, all under the administration of Chinese partner universities) was to require students to take the ideological-political modules. TNE joint venture with independent university status of Case A enjoyed relatively more autonomy and played down the ideological-political side of citizenship, by focusing on cultural studies and students’ self-management. Students demonstrated active minds in establishing citizenship perceptions, showing awareness and concerns for the social and political development in China. UK TNE received positive feedback with regard to its stress on improving the students’ English proficiency and cultivating their multicultural awareness and critical thinking. This research, though exploratory in nature, has important implications for policy making, curriculum design and strategies for cooperation regarding TNE in general and UK TNE in China in particular.
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Luong, Thi Phuong. "Internationalisation of higher education curriculum : a case study in Vietnam." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/172109.
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This thesis investigated how the process of internationalisation of the curriculum (IoC) was perceived as taking place at a non-western university, namely Foreign Trade University (FTU) in Vietnam, through the development and offering of a number of jointly run programs, labelled Foreign Undergraduate Programs (FUPs). Two specific programs were examined, both of which were developed in partnership with two western universities – Colorado State University (FTU-CSU program) and London Metropolitan University (FTU-LMET program). These programs provide a range of opportunities for Vietnamese university students to experience an education that aims to reflect an international and therefore ‘broader’ context. The relationship between globalisation and internationalisation is explored and linked with the development of curriculum in higher education and internationalisation trends and strategies. Internationalisation of the curriculum, which is one of the internationalisation strategies employed by educational institutions, is investigated in terms of its interrelationship with student learning, the disciplines and academics. Engeström’s (2001) third generation Activity Theory was used as the theoretical lens for analysis of the data, which was collected via a mainly qualitative case study. Two cohorts of participants provided data through 24 interviews (seven including a joint one with program leaders/course coordinators, and 17 with academics) and 34 surveys completed by academics. The interviews/survey investigated participants’ perceptions about internationalisation and particularly IoC in relation to the two programs. Part of the significance of this study lies in the use of a number of conceptual and theoretical frameworks to extend the current body of literature beyond the main context of western higher education. An innovation in this study was the evaluation of the level of curriculum internationalisation at FTU, which was conducted using the model of curriculum internationalisation proposed by Huang (2017). Findings suggested that program managers and course coordinators worked collaboratively with their western partners to provide programs that they perceived as worthwhile in meeting the needs of the institution and the Vietnamese government agenda for internationalisation. However, academics were not generally well informed about the broader goals relating to IoC and found it challenging to accommodate the expectations with limited resources and lack of appropriate training.Doctor of Philosophy
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LaFleur, Dale, and Dale LaFleur. "Transnational Partnerships and Dual Degrees: Entrepreneurial Strategies for Internationalization." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626702.
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This study explored the motivations, desired outcomes, and strategies used when developing and implementing international joint/dual degree programs in the US. Twenty-three administrators involved with the development international joint/dual degree programs, primarily at public doctoral-granting institutions of higher education in the US, were interviewed to learn more about current practices. Findings indicated that the primary motivations for developing international joint/dual degree programs include: recruitment, extending an existing partnership, and that it was part of an institutional strategic plan. The desired outcomes include: growth in both student participation and number of programs. To achieve these desired outcomes seven strategies being utilized by the institutions represented in this study are presented. The lack of formal assessment of programs and student experiences was a chronic challenge relayed by participants. By integrating these findings, this study introduces the notion of transnational partnerships as part of a network that enhances the ability for individual institutions to share resources and expertise in order to pursue new opportunities globally. In this way the tension between the traditional educational mission of the institutions and new entrepreneurial interests can be balanced.
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Al, Shanfari Samya Awadh. "Transnational higher education and quality : Oman's experience and the concept of policy borrowing." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23444.
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Globalization has had a well-documented impact on higher education (e.g. Giddens, 1990; Ginkle, 2003; Altbach and Knight, 2007). The attendant massive expansion of higher education both globally and at national level has brought with it increasing concerns regarding quality. One context within which such concerns are evident is that of Transnational Higher Education (TNHE). TNHE, also known as cross-border education, mainly refers to education that is provided to students residing in a country other than the one where the awarding institution is located (UNESCO/Council of Europe, 2001). TNHE takes various forms and serves multiple objectives but the multidimensional phenomenon can be described as an example of Policy Borrowing (Phillips and Ochs, 2003). Oman is a country whose modern educational system was established very recently (1970) and is still expanding rapidly. As elsewhere in the ‘developing world’, the Omani government has met the increasing demand for higher education in large part by encouraging private higher education provision. However, this has been associated with an increasing desire to build capacity and assure quality of provision. In response, the Omani Ministry of Higher Education turned to TNHE for solutions: private sector providers in Oman have been required to enter academic partnerships with internationally recognized universities. In this research, I investigate the rationales, approaches and perceptions of this process from a receiver country perspective and address the implications. Most published research on TNHE focuses on providers’ perspectives and activities, and the impact of TNHE has only been studied in a small number of generally sizeable countries. However, the Gulf States, especially Oman, have not received the same attention, mainly due to the fact that TNHE is a recent phenomenon in this part of the world. Research to date in Oman thus remains very limited (Ameen, Chapman and Al Barawani, 2010; Al Barawani, Ameen and Chapman, 2011). The main objective of the research at the centre of this Thesis was therefore to explore the expectations, experiences and conclusions of a sample of staff of three private sector universities in Oman regarding TNHE, within which their university was/is active. The topic is investigated in the context of national policy and institutional TNHE strategy. Data were generated through documentary analysis and qualitative interviews. In-depth face-to-face interviews were conducted in three stages: Stage one: desk research and pilot study to set the direction for the research (8 participants) Stage two: interviews carried out over multiple visits to the three private universities selected as the cases (29 participants) Stage three: interviews with policy- and decision-makers (6 participants), to help in the process of reviewing and contextualizing the data from Stage 2. Data analysis revealed variation from the existing literature on this topic when it comes to defining the concept of affiliation, which is central to the approach taken in Oman to TNHE, as well as inconsistency across the three case universities, highlighting the complex dynamic that exists, with hugely varied expectations, numerous rationales and motivations and varying experiences being reported. Findings also reveal that, as reported by the majority of interviewees, the key rationales for engagement with TNHE are building capacity and assuring quality, alongside other rationales such as generating revenue and increasing student recruitment, which form the main driving force on the part of receiver institutions. This is consistent with the overall national imperative of increasing the number of HE places available for Oman’s young people, although the focus on volume is seen by the informants in the institutions as falling short in terms of capacity building and the enhancement of quality. Many interviewees voiced concerns that foreign partners’ approaches do not necessarily contribute to capacity building and may remain limited in scope, impacting on the quality of teaching and learning in ways that are not necessarily positive. Indeed, concerns were reported that the original overarching educational rationales of improving quality and capacity building may have been displaced by a more instrumental emphasis, for example on income generation. Some informants were firmly in favour of developing indigenized systems and reducing reliance on foreign partners. This point is taken up in a concluding discussion of the implications of the findings for Omani universities currently dependent on Transnational Higher Education, and the implications of this dependency for the Omani higher education system as a whole.
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Maddison, W. "Transnational medical and nursing education : an exploration of its impact on Bahraini females." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/3000920/.
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This thesis explores the impact of the phenomenon of transnational medical and nursing education on the lifeworlds of a small group of Bahraini female medicine and nursing graduates in Bahrain as they ‘became’ Irish qualified doctors and nurses ‘at home’ in the Middle East. A regional hub of transnational medical and nursing education was created in the tiny Kingdom of Bahrain ten years’ ago when a leading Irish medical university, pursuing a strategy of internationalization, opened a branch campus on the island. Students in Bahrain are conferred with the same degrees as those awarded in Ireland, but little is known about local student experiences of transnational medical and nursing education in this particular socio-cultural context. Bahraini female medical and nursing students occupy and embody a unique local cultural sphere grounded in Arab Islamic values and patriarchal norms, yet have to imagine themselves in different ways informed by the global discourse of transnational education. The purpose of this study was to investigate how these students gave meaning to and made sense of their lived experiences as they navigated complex issues of gender, power relations and socio-cultural values during their lengthy socialization into the professional persona of a western educated doctor or nurse. The study design was qualitative and employed Interpretative Phenomenological Analysis (IPA) as its methodological framework. Data were collected from two focus group discussions and nine individual in-depth interviews, according to conventions of qualitative research and principles of IPA. Findings were interpreted through the lens of postmodern feminism. The importance of reflexivity in IPA and postmodern feminist thought was highlighted as the voices of participants were clearly heard from the position of their own lifeworlds, filtered through the researcher’s own positioning within the research process. A deep and contexualised investigation into Bahraini female student experiences was undertaken, moving forward the discourse of transnational medical and nursing education. As these young women became empowered learners, they articulated self-determination, self-efficacy and personal agency within their uniquely constructed Transnational Community of Practice (TCP), through which they redefined cultural boundaries and developed coping strategies in order to succeed in an emotionally charged and challenging transnational space. The study demonstrates that gendered ways of knowing and the tensions of negotiating differing cultural contexts are often ignored and invisible components of a hidden curriculum which shape student personal, academic and professional achievement. This study revealed new conceptualisations for Bahraini female engagement within the discourse of transnational medical and nursing education in the Middle East, from which a particular Bahraini female discursive positioning and standpoint emerged, grounded in a distinct Arab Islamic feminist reflexivity. The impact of their educational experiences was transformational in character as the graduates became agents of change, shifting the balance of local gendered power relations and extending their influence into wider Bahraini society. This study concludes by calling for new metaphors in transnational medical and nursing education which take into account local student voices and move beyond the realm of western cultural norms in order to enhance student empowerment, engagement and success in specific contexts.
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Spathis, Annetta. "Transnational preservice teachers in local education programs : a critical realist approach to narratives." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/79188/1/Annetta_Spathis_Thesis.pdf.
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This study explores how preservice teachers with non-Australian educational backgrounds and prerequisite qualifications make their way into and through a local teacher education program. It is informed by Margaret Archer's sociology of reflexivity to understand the interplay between these people's personal resources and institutional constraints and enablements. Data were collected from seven participants through narrative interviews. A narrative analysis identified big and small stories. Findings show that these preservice teachers purposefully exercise their agency as they invest in a common project for a variety of transnational goals. The outcome of that project emerges from the interaction between structure and agency.
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Shaikh, Khanum. "New expressions of religiosity a transnational study of al-Huda International /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1998391871&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Petersen, Leah. "A qualitative examination of the experiences of Taiwanese transnational youth in Vancouver." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67021.
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This thesis consists of two manuscripts. The first manuscript reviews empirical studies on Asian transnational families in English-speaking countries in the last two decades, provides critical analysis of the content and methodologies employed in the studies and makes recommendations for future research. The second manuscript reports the results of a qualitative study that aimed to explore the core essence of Taiwanese transnational youth's experiences adapting to the dual household arrangement in Vancouver. More specifically, the study seeks to answer the following questions: (1) How did Taiwanese transnational youth understand their family's decision to enter a transnational arrangement?; (2) How did Taiwanese transnational youth's family dynamics and individual familial relationships change over time?; and (3) How has the experience of transnational migration affected Taiwanese transnational youth's sense of identity and their plans for the future? Implications for future research and practice are also discussed.Cette thèse contient deux parties: La première est une analyse documentaire des immigrants transnationaux Asiatique en Amérique du Nord. La deuxième étude porte sur l'expérience de jeunes Taïwanais transnationaux vivant à Vancouver. L'analyse documentaire examine les études publiés pendant les décennies 1989-2009, porte une analyse critique du contenu et méthodologie des études, et fourni des recommandations pour la recherche sur les familles Asiatique transnationaux dans l'avenir. Dans le cadre de la méthode phénoménologique, cette étude a pour but de cerner la structure transcendante ou l'essence des jeunes Taïwanais transnationaux qui doivent s'adapter à vivre dans deux foyers. Notamment, les questions suivantes sont posées : (1) comment les jeunes Taïwanais transnationaux ont-ils interprété la décision prise par la famille de vivre à deux endroits?, (2) comment la dynamique familiale et les rapports au sein de la famille des jeunes Taïwanais transnationaux ont-ils évolué?, (3) comment la migration transnationale a-t-elle changé leur image d'eux-mêmes et les projets d'avenir des jeunes Taïwanais transnationaux? Tout d'abord, un recensement des écrits sur les familles asiatiques transnationales dans les pays anglophones sert à situer ce mouvement migratoire unique en son genre. Les réponses aux questions formulées ci-dessus fourniront les orientations à donner à des études ultérieures sur les jeunes Asiatiques transnationaux et aux recommandations dont pourront bénéficier les travailleurs les côtoyant.
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Chapman, Daniel E. "A visual and textual analysis of transnational identity formation and representation." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/Chapman/Chapman.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Directed by Leila E. Villaverde; submitted to the School of Education. Title from PDF t.p. (viewed Oct. 18, 2007). Includes bibliographical references (p. 197-203).
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CHRISTEN, KATHERINE CARR. "CIVIC AND EDUCATIONAL LEADERS' PERCEPTIONS OF THE EFFECTS OF GLOBALIZATION TRANSNATIONAL CORPORATIONS, AND NEO-LIBERAL EDUCATION IDEOLOGY ON AN URBAN MIDWESTERN TOWN." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1108409101.
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Hedmo, Tina. "Rule-making in the transnational space : the development of European accreditation of management education /." Uppsala : Företagsekonomiska institutionen, Uppsala universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4458.
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Thanapal, Vigneswari. "The social mediation of multinational legal education : a case study of the University of London's undergraduate laws programme for external/international students." Thesis, Queen Mary, University of London, 2015. http://qmro.qmul.ac.uk/xmlui/handle/123456789/9023.
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This thesis examines the social mediation of a transnational educational programme, namely the University of London’s International (External) Undergraduate Laws Programme. The thesis explores the lived experiences of a variety of stakeholders – university academics, frontline teaching staff and students - in the context of historical legacy and current development. The University of London’s International (External) programmes is one of the oldest forms of distance education, and the Undergraduate Laws Programme is the second largest subscribed programme and represent the fundamental academic legal education for the legal profession in numerous countries. With the separation of teaching, assessment and award as the distinguishing feature consequential to the origins of the University of London its legacy results in multitude stakeholders with vested interests in each aspect. The thesis seeks to understand the motivations behind and implications resulting from the various stakeholders’ experiences through an analysis of their narratives gleaned from interviews and data recorded from observations. Is there a distinct identity and culture within each group of stakeholders which has developed through the evolution of the programme? Can a pattern or theory of teaching and learning unique to the programme be identified and if so, what kind of impact has that had on legal education? The possibility of identifying existing and/or emerging communities of practice within and across each group of stakeholders is a recurring theme discussed on the basis that the theory of situated learning within a community of practice is a form of active learning; an objective which the University of London has sought to actively achieve since 2005. By building an ethnography of the various stakeholders, the thesis explores a formerly under researched aspect of undergraduate legal education and acts as a prompt for future areas of research in the areas of legal and distance education.
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Al, Abry Salim. "Transnational higher education in selected private colleges in Oman : academic staff perceptions and experiences." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21006/.
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The primary aim of this study was to develop an in-depth understanding of Transnational Higher Education (TNE) in Oman by investigating the implementation of TNE programmes hosted by two Omani private colleges. TNE in private Higher Education (HE) is the outcome of government policy requiring all private Higher Education Institutions (HEIs) to establish collaborative partnerships with credible international universities; the latter being responsible for awarding the degrees. With the private HE sector in Oman currently accommodating about 50 percent of the new students entering the national HE system, it was important to examine issues around the nature of institutional partnerships; curriculum development; academic impact (teaching and learning, and quality of education) as well as problems or challenges faced in the delivery of TNE programmes by private local HE colleges. By recognising the dearth of research in this area, this qualitative study focused on the perceptions and experiences of academic staff regarding TNE in Oman. It also examined the policy drivers for TNE in Oman and its implications at the national and institutional levels, in order to understand the political and economic context in which these institutions were operating in. Data were generated primarily through the use of semi-structured interviews carried out with 27 academic staff from two selected private colleges. The data were analysed using inductive thematic analysis which enabled the identification of various key themes from the data. The study confirmed that the provision of TNE by private colleges is driven by government policy which seeks to accelerate the building of national capacity through the provision of good quality HE. The academic staff were generally satisfied with the provision of TNE programmes, however, the study highlighted that the implementation of TNE programmes was affected by a number of factors including,financial constraints; socio-cultural challenges; and ineffective communication among key stakeholders. The thesis further investigated participants‟ views regarding the ways in which the implementation of the existing TNE programmes could be improved. Participants identified that enhancing the role of the local colleges in the development of a quality culture and rethinking of the role of the foreign partner Universities and the Ministry of Higher Education (MOHE) in the development of TNE programmes were key areas for policy and academic action.
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Du, Xiangping. "Chinese students' perception of, orientation towards and identification with English through transnational higher education." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/4026.
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Given the international status and importance of English, English language study has attracted millions of Chinese learners. Apart from those who study abroad, more and more Chinese students are motivated to study in English-medium Transnational Higher Education (THE) programmes inside China. English is a diversifying and fragmenting language that has various functions and can be used for different purposes. Whilst, according to many scholars, English has broken free from the ownership of ‘native English’ speakers, Chinese learners of English are still worried about conforming to ‘native-speaker models’ of English and so falling victim to an English linguistic imperialism project, driven by English-medium THE programmes. Accordingly, this research sets out to investigate, the extent to which Chinese learners, in a UK affiliated THE programme in China, feel the need to orientate to or identify with ‘native English’ and its speakers, and run the risk of becoming victims of English linguistic imperialism. Results from a combination of methods: questionnaires, focus group discussions and interviews, show that students’ orientations towards and identification with English and its speakers are diverse, complex and multi-dimensional, and have gone beyond affiliation with ‘native English’ speakers. Studying in English-medium THE programmes does not necessarily lead to English linguistic imperialism, but is a process of interaction where learners may consciously mediate ‘native English’ norms and express individual, local, national or international identities, literally taking advantage of the programmes’ material benefits and deliberately learning the language for international communication. This research suggests that learners in THE programmes are conscious of the overall context individually, nationally and internationally and feel free to orientate to English in ways that are suitable for their own purposes and which represent their preferred identity.
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Torres, Mary Ann Rado. "Transnational feminism in the academy : linking humanities and human rights /." Electronic version (Microsoft Word), 2005. http://dl.uncw.edu/etd/2005/torresm/marytorres.doc.
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Dittrich, Klaus. "Experts going transnational : education at world exhibitions during the second half of the nineteenth century." Thesis, University of Portsmouth, 2010. https://researchportal.port.ac.uk/portal/en/theses/experts-going-transnational(1cfff766-06f9-439c-80b7-dfa19228a0e2).html.
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This thesis investigates the educational sections of the great international exhibitions of the latter half of the nineteenth century. This thesis takes into account the participation of actors from France, Germany, Japan and the United States. Focusing on education experts, this thesis is a contribution to a sociocultural history of an intellectual and administrative elite in an age of early globalisation. World exhibitions were one of the major media for the transnational circulation of educational knowledge. The central question is why education experts from these four countries invested so many resources in order to prepare and visit world exhibitions. Why did they go transnational? The thesis proposes two answers. First, education experts used world exhibitions in order to appropriate the most advanced pedagogical models for their own institutional contexts. The concept of cultural transfers is a useful tool to analyse these appropriations. Knowledge circulation at world exhibitions made a crucial contribution to the institutionalisation of primary education and technical education. Second, education experts used world exhibitions to stage their own institutions on an international stage. The proud representation of the educational achievements of one’s own context was the final phase of successful cultural transfers. Educational displays became increasingly embedded in nationalist discourses. During the 1870s pedagogical know-how circulated relatively easily. Towards the turn of the century the self-representation of institutions became predominant. This original approach aims at furthering the understanding of globalisation in the nineteenth century. Still, the thesis argues that world exhibitions were in a large measure media for transnational professional discourses in many fields, including education.
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Hoare, Lynnel. "So near and yet so far : an ethnographic evaluation of an Australian transnational education program /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002386.
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Routledge, Patrick. "A strategy for enhancing the learning experience of Indian marine engineering students in transnational education." Thesis, University of Sunderland, 2014. http://sure.sunderland.ac.uk/5277/.
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In recent years the development of new marine colleges across the world has seen the growth of overseas collaborative partnerships in marine education. In the UK these partnerships have been mainly between UK and Indian marine colleges. These partnerships have brought a new and different type of overseas learner to the UK FE/HE market. The learners are often much younger than those who previously came to the UK for marine training, have their fees paid by their parents or a sponsoring employer and have little or no experience of working at sea. They therefore bring a different set of requirements, expectations and skills to the UK than have been traditionally encountered in marine education. The academic success of these students is often achieved only after re-sits and remedial work which presents the students and the college with additional stress and expense. The overall aim of this research was to find ways to improve the learning experience of the Indian collaborative students and to produce a strategy which would benefit both the students and the participating colleges. To increase the breadth and depth of this research a multi-method research strategy was adopted. Firstly, an investigation into the preferred ways of learning, (“learning styles”) of the overseas students was undertaken. A questionnaire about learning styles was undertaken with 270 students from 16 groups of marine engineering students from both the UK and India. Learning style theories look at how students prefer to learn and how this knowledge should be used to influence the teaching methods used in the classroom. The use of learning styles questionnaires presented an insight into some significant differences in the preferred methods of learning between overseas and UK students. Secondly, to triangulate the findings from the above survey an investigation into “best practice” in UK-India collaborative programmes was conducted. This was based on a review of personal audit visits undertaken with collaborative partners and a review of published reports by the Quality Assurance Agency for Higher Education (QAA). The summary of best practices derived from this review, in addition to educational matters, included administrative matters such as risk assessment, marketing, visit planning, and visit reports. From the review of educational matters, a model of the key factors in the educational experience of the student in UK- India collaborative education was developed. The model highlighted where the strengths and weaknesses of the current educational experience of the student lay. The knowledge gained from this work on learning styles and “best practice” was combined to produce a strategy for enhancing the learning experience of Indian Marine Engineering Students. This strategy was disseminated at an International Maritime Research Conference in Chennai, India in January 2010. In addition to being published in the Conference papers, it was also published in New Delhi, (Business Archives, Vol.-1, No II) India in November 2010.
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Chong, Beng Keok. "An outcomes-based framework for assessing the quality of transnational engineering education at a private college." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001415/.
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The concept of "transnational" education has emerged over the past decade or more as a critical strategy for meeting the growing demand for higher education worldwide. Essentially, transnational higher education allows international providers with outstanding credentials to conduct degree programs at local sites in conjunction with local tertiary institutions. Due to the rapid expansion of transnational programmes and the proliferation of transnational education providers, both governments and parents have, however, raised questions about the quality of education provided through transnational mechanisms. Rapid technological development, coupled with the recent growth of new engineering specialty areas, has led to the development of outcomes-based criteria for engineering education by a range of international engineering professional bodies. The emergence of outcomes-based approaches requires new instruments to measure the success, or otherwise, of engineering programs offered by universities. This study was conducted at a Malaysian private college (pseudonym "Trans College" with the prime purpose of developing an authoritative measurement instrument for evaluating the quality of transnational engineering education. This study generated a theory-based 11-dimension Preliminary Conceptual Framework consisting of four Outcomes dimensions and seven Contributory dimensions for Transnational Engineering Education, and tested the integrity of the theoretical framework through surveys of enrolled students, staff, and representatives of employing agencies. The Preliminary Conceptual Framework was found to have a high degree of conceptual validity, as well as some limitations. The findings of the surveys enabled a Revised Conceptual Framework for Transnational Engineering Education to be developed through reliability test and validated by using confirmatory and exploratory factor analyses. The revised framework comprises five Outcomes and eight Contributory dimensions. It has been transposed into a 13-dimension revised survey instrument consisting of 25 Outcomes items clustered into five Outcomes dimensions, and 49 Contributory items clustered into eight Contributory dimensions. The developed survey instrument was then used to study the perceptions of students, staff, and employers regarding the quality of the transnational engineering education. Through performing t-tests, ANOVA, and other statistical analyses, the results of the study indicate that the quality of the transnational engineering education at Trans College was perceived by students, staff, and employers to be generally sound. It was also revealed that the Contributory construct can be adopted for measuring the satisfaction levels of students. Students, staff, and employers were also satisfied for the most part with their respective experiences of the programs in question. The study is believed to have considerable significance. First, it has generated a conceptual framework for measuring the quality of the transnational engineering education. The validated conceptual framework is transposed into a validated instrument that can be adapted for use by a range of other transnational educational providers. Second, it affirms the value of the "transnational" concept while also providing a number of recommendations for the enhancement of such programmes, particularly at Trans College. Third, the conceptual framework for the delivery of successful transnational engineering education derived from this study may help to improve the quality of transnational engineering programmes conducted in Malaysia, and make Malaysia "the centre of educational excellence" in the ASEAN region, with the transnational providers becoming hubs of tertiary education, and their networks spanning the globe.
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Sari, Artanti Puspita. "Online Socialization into Languages and Religion: Tracing the Experiences of Transnational Families." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1514946376856087.
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McLatchie, Joan C. "Culture, identity and practice : the lived experience of the local academic in transnational higher education." Thesis, Lancaster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.716381.
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Transnational education (TNE) has become a significantly important element of Higher Education Institution (HEI) delivery throughout the world, and much has been written on the subject. However, the majority of research in this field is produced from the perspective of the (usually Western) awarding institution. A neglected aspect of the TNE relationship is the role of the academic situated in the delivery institution. This research addresses this gap by investigating the lived experience of a group of Indian academics working in collaboration with a UK university. The research explores the lived experience through consideration of culture, identity and practice. The research focuses on the conflicting sub-identities which exist in cross-cultural contexts, and the stories which the academics tell of adapting their practices, in order to make sense of their competing cultural realities. Primary data were produced by a process of co-construction between the researcher and the 14 voluntary participants. Initial use of email to promote dialogue was followed up by unstructured interviews. Participants were asked to bring 'artefacts' which represented their teaching identity; these formed the starting point for discussion. Quotes from the transcripts were then used to illustrate the issues raised by the research questions. The findings indicate the development of a hybrid teaching identity among Indian academics, based on the competing realities of their cultural universe, and leading to the development of adapted practices. The opportunity for adaptation is influenced by the relationships which characterise the academics' lived experience. From analysis of the data, I develop a typology of relationships, based on the extent to which they offer opportunities for individual agency. These are categorised as didactic, externally-prescribed, enabling and self-prescribed relationships. I conclude that, in order to make transnational partnerships work for all of their stakeholders, there has to be much more focus by policy makers at awarding institutions on understanding the cultural universe within which the academics at the delivery institution are operating. Awarding institutions must move away from the 'west is best' mentality, recognising the contribution made by in-country academics to the development of a successful collaborative partnership.
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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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Nicholas, Tekla. "Crossing Boundaries to Education: Haitian Transnational Families and the Quest to Raise the Family Up." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1230.
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Nearly 175, 000 Haitian immigrants have settled in South Florida since the 1970s. Their lives are often lived transnationally with persistent connections and obligations to family members in Haiti. Yet, traditional theories of immigrant assimilation focus on the integration of immigrants into host countries, giving little consideration to relationships and activities that extend into migrants' countries of origin. Conversely, studies of transnational families do not explicitly address incorporation into the receiving country. This dissertation, through the experiences of Haitian immigrants in South Florida, reveals a transnational quest “to raise the family up” through migration, remittances, and the pursuit of higher levels of education. I argue that familial duties and obligations, which have cultural foundations in the Haitian lakou, structure the activities of Haitian transnational families as they pursue socioeconomic advancement through migration and education. With the support of transnational families, many students cross boundaries to academic achievement and improve their opportunities for socioeconomic mobility in the US. With higher levels of education, these individuals contributed to a more favorable incorporation into the United States for their extended families, as well.
The data were collected through participant observation and 78 in-depth interviews documenting the migration histories of 27 Haitian immigrant families in South Florida. This dissertation contributes to the existing literature on Haitian immigrants in the United States and to an understanding of the transnational dimensions of immigrant incorporation more broadly.
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Gerzher-Alemayo, Selam. "“Development from Abroad:” Ethiopian Migrants and Community-level Educational Development in Ethiopia." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273168978.
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Park, Seo Hyun. "Tracing Transnational Identities of North Korean Refugee English Learners in South Korea." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408694083.
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Пономаренко, Т. М. "Перспективні напрями інтеграції України до світового освітнього простору." Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/21183.
Full textAbstract:
Розвиток транснаціональної освіти полягає в поширенні можливостей українських освітніх закладів експортувати освітні послуги на європейському та світовому ринках. На нашу думку, саме цей напрям потребує найбільшої уваги з боку освітніх органів державної влади.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/21183
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Miller, Bradley Dean 1959. "Literacy in contexts of transnational professional practice: The case of the globalized professions in the United States." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282805.
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Over the last fifty years, literacy and its study have moved considerably beyond the ability solely to read and write; it may be now viewed as a centrally mediating factor to interpret the signs engraved into the texts of our experiences and the fulcrum to participate more fully in our public and our private worlds. Among these realms of literacy, the world of work has borne witness to incredible changes in the form and content of professional occupation. With growth in global political, economic and technological interdependency, transfer of knowledge and professionals across borders accelerates and becomes more prevalent. Addressing the professional domains of literacy practices, this is a descriptive study designed to investigate how professionals experience and use literacy, be they literacy skills (technical knowledge or expertise) or literate behaviors (practical knowledge or know how) in transnational contexts of practice. Using an ethnographic methodology and multimethod strategies (informant interviews with professional stakeholders from the regulated, globalized professions in the United States in construction and design, business and finance, allied health, and technology and engineering; published professional development international training program curriculum review; and focus group sessions with accreditation, licensing and certifying body officials addressing the need for guidelines for professionals in transnational practice) data gathering and analysis are focused on input from quality assurance authorities, faculty from professional schools, multinational corporate human resource executives, and the practitioners themselves. In the broadest sense, the study's purpose is to map the relevant dimensions of literacy in transnational professional practice in the regulatory, cultural, linguistic, technological and locational realities of another country. The results of this study indicate that across the affinity groupings mentioned above, professionals in transnational contexts of practice operate within at least five categories of literacy engagement: resources, people, information, systems, technology, with literacy skills and literate behaviors being directed principally toward working with people and within systems overseas. An array of literacy insights are also provided, drawn from thematic congruencies across the three data sets.
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Worthy, Blythe. "The Lake in the Frame: intellect, education and philosophy in the television work (1986-2017) of Jane Campion." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23235.
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This dissertation is the first comprehensive study of the complex style and formal operations of the television work of New Zealand auteur Jane Campion (1954-). The principal argument of this thesis is that the ongoing scholarly positioning of Campion’s television work as “cinematic television” needs to be reconsidered to include an Antipodean broadcasting framework, given the director’s Southeast Asian, New Zealand and Australian (SEANZA) television preoccupations. Exploring Campion’s televisual critiques of culture between these territories, this thesis aims to reconfigure the director’s broadcast career according to region. Although I diverge from narrow and highly personal readings of Campion’s work generated by feminist and psychoanalytic scholars, my argument is in fact located within the same interpretive neighborhood. I see Campion’s engagements with transnational cultural flows as often “framing” her distinct critiques of regional feminist discourses, incorporating accessible neo-Marxist interpretations of political and cultural hegemony within the deep trans-Tasman “lake” connecting the SEANZA region. Individual chapters of this thesis re-evaluate Campion’s work in step with televisual development. An episode of Dancing Daze (1986), telefilms Two Friends (1986) and An Angel at My Table (1990), and the Top of the Lake series (2013-2017) are examined to show Campion’s trans/inter/national intellect, pedagogy and philosophy as intrinsic to the SEANZA broadcasting landscape. By specifying Campion’s geographical coordinates in this way, I will outline how the director has been one of the first truly Antipodean auteurs to produce and construct sound and images for the transnational broadcast market that organise and redistribute SEANZA space and time.
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Wang, Suyang. "An investigation into the transnational identity of Chinese student returnees from the UK." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49712/.
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This study explores the meaning of transnational identity of Chinese student returnees from the UK. The study is set in the context of transnationalism in the new era of globalisation. The scientific importance of this research lies in that it seeks to understand transnational identity in student returnees'experiences under the theory of transnationalism. It fills the research gap by providing a new theoretical perspective and methodological approach to identity. Under transnationalism, the study not only explores identity changes in a particular country and culture, but investigates it in the changing and overlapping countries and cultures, especially in China and the UK. To provide a more nuanced description of student returnees’ identity changes, qualitative methodology is adopted. Each student returnee is interviewed three times based on three different settings: first, based on their personal experiences in the UK; second, based on their personal experiences in China; the final round is the conclusion for the first two rounds. Altogether, 48 interviews were completed and analysed. Data based on the three rounds of interviews (two main settings) are organised into two finding chapters. The study finds that transnational identity is understood as single, composing several dimensions. For this study in particular, student returnees'transnational identity can be explained by four major dimensions: the capacity to build connections between cultures, diaspora consciousness, diaspora values and attitudes, and expansion of behaviours and actions. In terms of the process in which transnational identity is formed, the study also finds that Chinese student returnees went through different phases and levels of changes of transnational identity. More importantly, the complex changes in transnational identity show the interplay between agency and structure(s). On the one hand, Chinese student returnees negotiated their identity of various levels of structures, including society, social group, institutional and virtual levels. On the other hand, although various structures provided the context in which student returnees negotiated their transnational identity, it was student returnees'agency that shaped their sojourn and homecoming experience and further identity changes. In particular, it was the extent to which student returnees mobilized their agency that made the difference. Among many factors shaping different responses in agency, the divergence and convergence between agency and structure played a critical role in making the difference. The findings not only nuance the theories of identity and transnational identity, but also deepen our understanding of Chinese students and student returnees’ sojourn and homecoming experience, in addition to a new perspective into the phenomenon of culture shock and reverse culture shock. Finally, it is suggested that a more concerted effort from supra-national level to individual level is needed to provide Chinese students with more equal, qualified and intercultural education in the UK.