Journal articles: 'Transnational education'

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

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

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

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

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

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

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

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

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

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

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

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This article discusses the development of transnational activities in the Chinese secondary school sector, particularly at the senior level. It describes how growth has outpaced quality control, and discusses the role that the China Centralised Government is likely to take in terms of future quality management.

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

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

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Chan, Angel. "Transnational parenting practices of Chinese immigrant families in New Zealand." Contemporary Issues in Early Childhood 19, no. 3 (February 1, 2017): 219–30. http://dx.doi.org/10.1177/1463949117691204.

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This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.

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Chen, Pi-Yun. "Transnational Education: Trend, Modes of Practices and Development." International Journal of Information and Education Technology 5, no. 8 (2015): 634–37. http://dx.doi.org/10.7763/ijiet.2015.v5.582.

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Pimpa, Nattavud, and Margaret Heffernan. "Challenges in the Transnational Business Education." Journal of International Students 10, no. 2 (May 15, 2020): 226–43. http://dx.doi.org/10.32674/jis.v10i2.141.

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Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies.

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Shams, S. M. Riad, and Rajibul Hasan. "Capacity building for transnationalisation of higher education." European Business Review 32, no. 3 (February 27, 2020): 459–84. http://dx.doi.org/10.1108/ebr-05-2019-0097.

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Purpose Transnationalism and transnational concept are extensively researched in many social science areas; however, transnational management and transnational marketing is relatively a less explored research domain. Also, knowledge management for transnational education (TNE) marketing is not well-researched. Capacity building is an established research-stream, with a key focus on socio-economic and ecological development; however, prior research on capacity building from the context of TNE’s knowledge management and marketing is scarce. The purpose of this study is to analyse TNE marketing mix, to understand the influence of transnational stakeholders’ causal scope(s) on knowledge management in TNE to uphold their transnatioalisation processes through capacity building in TNEs’ marketing management. Design/methodology/approach An inductive constructivist method is followed. Findings Organisational learning from the context of transnational market and socio-economic competitive factors, based on analysing the transnational stakeholders’ causal scope(s) is imperative for proactive knowledge management capacity in TNE marketing. Following the analysis of transnational stakeholders’ causal scope(s) to learn about the cause and consequence of the transnational stakeholders’ relationships and interactions, an initial conceptual framework of knowledge management for TNE marketing is proposed. Practical insights from different TNE markets are developed in support of this novel knowledge management capacity building framework of TNE, and its generalisation perspectives and future research areas are discussed. Practical implications These insights will be useful for TNE administrators to better align their knowledge management perspectives and propositions with their transnational stakeholders to underpin TNE marketing. Academics will be able to use these insights as a basis for future research. Originality/value This study proposes a novel conceptual stakeholder-centred capacity building framework for TNE’s knowledge management to uphold TNE marketing and supports the framework, based on practical insights from three different transnational markets.

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Koengeter, Stefan, and Wolfgang Schroeer. "Variations of Social Pedagogy – Explorations of the Transnational Settlement Movement." education policy analysis archives 21 (April 30, 2013): 42. http://dx.doi.org/10.14507/epaa.v21n42.2013.

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Both the German and the international discourses on social pedagogy are shaped by a diachronic perspective on its history, which takes nationally differing developments as its starting point as a matter of course, and thus sees socio-pedagogical thinking as having its roots in particular nation states. In our article, however, we wish to take a synchronic, transnational perspective, and to show, by means of the transnational development of the settlement movement, that a socio-pedagogical constellation has developed transnationally. After considering examples of the transnational development of the settlement movement in the USA, Germany and Canada, we will reconstruct variants of socio-pedagogical thinking using key publications from the settlement movements. Rather than focusing on historical attempts at definition undertaken by those regarded as the classic proponents of social pedagogy, this essay is concerned with identifying a socio-pedagogical constellation within which various definitions are present synchronically, and can always be read from various intersections of national, disciplinary, theoretical etc. positionings. The socio-pedagogical constellation, as we derive it from the transnational settlement movement, concentrates on the relationship between a diagnosis of social conditions, the pedagogical organization of social relations, and the expansion of normatively defined agency. This trilateral socio-pedagogical constellation is presented at the end of the essay and positioned in relation to other socio-pedagogical attempts at definition.

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Wilkins, Stephen. "Definitions of Transnational Higher Education." International Higher Education, no. 95 (September 11, 2018): 5. http://dx.doi.org/10.6017/ihe.2018.95.10681.

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Transnational higher education involves providers and programs crossing national borders. The providers take a variety of forms, with different ownership structures, objectives, strategies, disciplines, and types of student. The purpose of this article is to identify the different types of transnational education providers, so that these institutions can be categorized and defined. The focus is only on institution mobility, and therefore program mobility—such as distance education, franchised programs, and joint or dual degrees—are outside the scope of the article.

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Wilkins, Stephen. "Definitions of Transnational Higher Education." International Higher Education, no. 95 (September 11, 2018): 5–7. http://dx.doi.org/10.6017/ihe.2018.95.10717.

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Transnational higher education involves providers and programs crossing national borders. The providers take a variety of forms, with different ownership structures, objectives, strategies, disciplines, and types of student. The purpose of this article is to identify the different types of transnational education providers, so that these institutions can be categorized and defined. The focus is only on institution mobility, and therefore program mobility—such as distance education, franchised programs, and joint or dual degrees—are outside the scope of the article.

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Cheung, Peter P. T. "Filleting the Transnational Education Steak." Quality in Higher Education 12, no. 3 (November 2006): 283–85. http://dx.doi.org/10.1080/13538320601072891.

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Waters, Johanna, and Rachel Brooks. "International/transnational spaces of education." Globalisation, Societies and Education 9, no. 2 (June 2011): 155–60. http://dx.doi.org/10.1080/14767724.2011.576933.

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Webb, Sue, John Holford, Peter Jarvis, Marcella Milana, and Richard Waller. "Lifelong education and transnational migration." International Journal of Lifelong Education 33, no. 4 (July 4, 2014): 435–39. http://dx.doi.org/10.1080/02601370.2014.918769.

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Coleman, David. "Quality Assurance in Transnational Education." Journal of Studies in International Education 7, no. 4 (December 2003): 354–78. http://dx.doi.org/10.1177/1028315303255597.

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Bravo‐Moreno, Ana. "Transnational mobilities: migrants and education." Comparative Education 45, no. 3 (August 2009): 419–33. http://dx.doi.org/10.1080/03050060903184981.

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Lien, Donald. "Economic analysis of transnational education." Education Economics 16, no. 2 (June 2008): 149–66. http://dx.doi.org/10.1080/09645290701273475.

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Liston, Colleen. "Students in Transnational Tertiary Education." Higher Education in Europe 24, no. 3 (January 1999): 425–37. http://dx.doi.org/10.1080/0379772990240310.

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Harrison, Ian, and Kay Bond. "Transnational education and engineering accreditation." Engineering Education 7, no. 2 (December 2012): 24–28. http://dx.doi.org/10.11120/ened.2012.07020024.

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Yelland, Richard. "Supranational Organizations and Transnational Education." Higher Education in Europe 25, no. 3 (October 2000): 297–303. http://dx.doi.org/10.1080/713669281.

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Irish, Maureen. "TRANSNATIONAL LAW AND LEGAL EDUCATION." Windsor Yearbook of Access to Justice 31, no. 1 (February 1, 2013): 215. http://dx.doi.org/10.22329/wyaj.v31i1.4322.

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Guo, Shibao, and Ling Lei. "Toward Transnational Communities of Practice: An Inquiry Into the Experiences of Transnational Academic Mobility." Adult Education Quarterly 70, no. 1 (August 6, 2019): 26–43. http://dx.doi.org/10.1177/0741713619867636.

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Transnational mobility characterized by multiple and circular movement of people and their simultaneous interconnections across transnational borders pose challenges to the conception of a closed boundary of community of practice (CoP). This study aims to explore the changing dynamics of CoP in transnational space by examining experiences of transnational academic mobility and connectivity. Through a qualitative case study of internationally educated Chinese transnational academics, who maintained academic and professional connections with their host countries of doctoral studies, this article demonstrates the building of transnational CoPs through their sociocultural learning in transnational space. It underscores tensions, negotiation of power relations, identity trans/formation, and potentials for change in transnational social space. It overshadows the significance of physical boundaries in organizing work, learning, and identities. The study highlights conceptualization of transnational communities of practice for understanding the experiences and identities of transnational academics.

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Sun, Yao, Na Li, Jian Li Hao, Luigi Di Sarno, and Lu Wang. "Post-COVID-19 Development of Transnational Education in China: Challenges and Opportunities." Education Sciences 12, no. 6 (June 18, 2022): 416. http://dx.doi.org/10.3390/educsci12060416.

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Transnational education is education delivered to students in a country other than the country in which the awarding institution is based. While the outbreak of COVID-19 has significantly affected higher education, transnational education has exhibited its resilience against the pandemic, and has been continuously expanding in China. In parallel with the golden opportunities for the expansion of transnational education in China after the pandemic, a series of challenges resulting from the transnational context needs to be taken into due consideration, and to be properly addressed. In this paper, the opportunities and challenges for the post-COVID-19 development of transnational education in China are systematically discussed, based on the transnational education delivery at a Sino-Foreign cooperative university. Following our observations on opportunities and challenges, several suggestions are proposed, to address the potential challenges for the stable post-COVID-19 development of transnational education in China.

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Kasun, G. Sue. "Interplay of a Way of Knowing among Mexican-Origin Transnationals: Chaining to the Border and to Transnational Communities." Teachers College Record: The Voice of Scholarship in Education 118, no. 9 (September 2016): 1–32. http://dx.doi.org/10.1177/016146811611800904.

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Background/Context Transnational Mexican-origin youth comprise a large and increasing number of students in U.S. schools, yet their teachers have often misunderstood their backgrounds and the conditions related to their transnational movement over borders. With such a large number of immigrant/transnational youth in the U.S. of Mexican origin, it is important for educators to begin to understand their ways of knowing. Purpose I describe chained knowing, a way of knowing of transnational Mexican-origin families. Family members were chained to the border and to their extended family and communities across borders, with the latter way of knowing as an ends in itself. I offer implications for educators, curriculum, and considerations surrounding immigration policy. Setting Washington, DC area and two rural immigrant-sending communities in Mexico in the states of Jalisco and Michoacán. Participants Four working-class Mexican-origin families whose primary residence was in the Washington, DC area and who made return trips to Mexico at least every 2 years. Research Design This multi-sited, critical ethnographic work draws from participant observation and interviews with four families who were situated in the Washington, DC area. The research was collected over 3 years. Data Collection and Analysis Through the interwoven lenses of border theory and Chicana feminism, the data were collected over 3 years and then analyzed and coded for emergent themes in an iterative process. The data were member checked with participants from each of the four participating families and also coded by an outside researcher. Findings Mexican-origin transnationals in this study demonstrated an interconnected way of knowing as chained knowing: chained to both the border and to their extended communities spanning borders. Conclusions The ways of knowing of transnational families should be understood by educators, researchers, and policy makers in order to help the curriculum better reflect the increasingly global context all students engage and the ways we understand the struggles of people across border.

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Ilieva, Janet. "Transnational Pathways to English Higher Education." International Higher Education, no. 81 (May 1, 2015): 14–15. http://dx.doi.org/10.6017/ihe.2015.81.8733.

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This article studies international students who transfer from transnational education (TNE) courses delivered overseas by UK higher education providers to first degree programmes in England. Transnational students accounted for an estimated 34 per cent of the total international first degree entrants in England in 2012-13. Our analysis shows that transnational students have mitigated declines in direct entry of international students to first degree programmes in 2012-13 and were found to be a major contributor to postgraduate enrolments.

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Hoare, Lynnel. "Transnational Student Voices." Journal of Studies in International Education 16, no. 3 (April 28, 2011): 271–86. http://dx.doi.org/10.1177/1028315311398045.

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Phung, Nam Phuong, and Huynh Nguyen Bui. "THE POST-PANDEMIC CHALLENGE: DEVELOPMENT OF TRANSNATIONAL EDUCATION PROGRAMME IN VIETNAM." UED Journal of Social Sciences, Humanities and Education 11, no. 1 (June 21, 2021): 85–95. http://dx.doi.org/10.47393/jshe.v11i1.940.

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The world is facing a severe pandemic that has made millions of students who are experiencing depression and anxiety with their study abroad search for alternatives. One possible solution lies in transnational education programmes that provide high-quality education for students who would like to receive a foreign qualification without leaving their hometown. Transnational education, albeit quite popular all over the world, has been much less known in Vietnam. Therefore, this paper aims to provide a better understanding of transnational education programmes and suggests further research possibilities for the development of transnational education in Vietnam in the post-pandemic period of COVID-19. In theory, this study proposes future research orientation of development trends of transnational education programmes in Vietnam before and after the pandemic. In practice, the research provides measures to be taken for high-rank managers of transnational education providers regarding how to deal with this challenging situation.

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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.

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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs. Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view. Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning. Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives. Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.

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Alshakhi, Abdullah, and Phan Le Ha. "Emotion labor and affect in transnational encounters: Insights from Western-trained TESOL professionals in Saudi Arabia." Research in Comparative and International Education 15, no. 3 (July 30, 2020): 305–26. http://dx.doi.org/10.1177/1745499920946203.

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Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of transnational emotion(al) labor in four inter-related manifestations: (a) struggles and efforts to interact and communicate with students; (b) internalization and resentment of privilege and deficiency underlying discourses of native speakers; (c) responses to challenges from social, religious, and cultural difference; and (d) prolonged endurance, frustration, helplessness, and resistance to prescribed curriculum, testing, and top-down policy and practice. We also incorporate our reflections and emotion(al) labor as transnationally trained academics as we engage with the participants’ accounts. We show how our study could inspire dialogues with the self and conversations among researchers for support and solidarity beyond constructed boundaries of race, language, religion, ethnicity, and nationality.

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Woldegiyorgis, Ayenachew Aseffa. "Transnational Diaspora Engagements in HIgher Education:." International Journal of African Higher Education 8, no. 2 (May 23, 2021): 43–64. http://dx.doi.org/10.6017/ijahe.v8i2.13475.

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The literature on diaspora engagement in higher education focuses on broadenvironmental, policy, and institutional issues as critical determinants ofthe scope and efficiency of engagement. Using data from interviews with 16Ethiopian diaspora academics in the United States, this article undertakesa micro-examination of factors in their personal spaces and immediateenvironment that influence such engagement. Using a phenomenologicalapproach, it examines how professional, personal, familial and otherindividual attributes shape the trajectories of diaspora engagement. Itdemonstrates how nuances in personal and micro-environmental factorsshape motivation for, and sustenance of, engagement, while they maintaina complex and interdependent relationship. The article concludes byhighlighting the importance of a holistic approach to the study of diasporaengagement in higher education that pays attention to personal and microenvironmentalfactors as well as institutional, legal, and political issues. Key words: Ethiopia, Ethiopian diaspora, diaspora engagement, highereducation, transnational engagement

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Moutsios, Stavros. "International organisations and transnational education policy." Compare: A Journal of Comparative and International Education 39, no. 4 (July 2009): 469–81. http://dx.doi.org/10.1080/03057920802156500.

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Wilkins, Stephen. "The management of transnational higher education." International Journal of Educational Management 32, no. 2 (March 12, 2018): 206–9. http://dx.doi.org/10.1108/ijem-10-2017-0260.

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Robert, Sarah A., and Min Yu. "Intersectionality in Transnational Education Policy Research." Review of Research in Education 42, no. 1 (March 2018): 93–121. http://dx.doi.org/10.3102/0091732x18759305.

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This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality’s origins in U.S. Black feminist scholarship, but anticipate transformations as it travels to “Other” contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces. Examining Eastern and Southern Hemisphere English-language, Chinese-language, and Spanish-language peer-reviewed publications, we ask how intersectionality translates to languages other than English and to Eastern and Southern contexts, and what analytic insights are gained from intersectionality’s travel and translation that may contribute to its reconceptualization in Northern and Western contexts. Intersectionality coupled with transnationalism provides theoretical and methodological might toward understanding complex systems of inequality through/in which education policy travels, critiquing how inequality continues to flourish within nation-states and global-level hierarchies and privileging non-Western/Southern struggles for equity.

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He, Lan. "Transnational Higher Education Institutions in China." Journal of Studies in International Education 20, no. 1 (September 7, 2015): 79–95. http://dx.doi.org/10.1177/1028315315602931.

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Anderson, C., I. Bates, T. Brock, A. Brown, A. Bruno, B. Futter, D. Gal, T. Rennie, and M. Rouse. "Transnational Pharmacy Education – A Global Overview." Research in Social and Administrative Pharmacy 8, no. 6 (November 2012): e1. http://dx.doi.org/10.1016/j.sapharm.2012.08.008.

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Alam, Firoz, Quamrul Alam, Harun Chowdhury, and Tom Steiner. "Transnational Education: Benefits, Threats and Challenges." Procedia Engineering 56 (2013): 870–74. http://dx.doi.org/10.1016/j.proeng.2013.03.209.

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Milana, Marcella. "Globalisation, transnational policies and adult education." International Review of Education 58, no. 6 (October 20, 2012): 777–97. http://dx.doi.org/10.1007/s11159-012-9313-5.

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Rhee, Jeong‐eun, and Sharon Subreenduth. "De/colonizing education: examining transnational localities." International Journal of Qualitative Studies in Education 19, no. 5 (September 2006): 545–48. http://dx.doi.org/10.1080/09518390600886189.

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Bodart, A., R. Boissier, F. Maille, R. Ponsonnet, A. Kaczmarczyk, and A. Masłowski. "CIM and Education: A Transnational Approach." IFAC Proceedings Volumes 27, no. 4 (June 1994): 389–94. http://dx.doi.org/10.1016/s1474-6670(17)46055-1.

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Che, Afa’anwi Ma’abo. "Benefits and Challenges of Transnational Education: Reflections From a Sino-British Joint Venture University." International Journal of Chinese Education 12, no. 1 (January 2023): 2212585X2211449. http://dx.doi.org/10.1177/2212585x221144903.

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Since the turn of the 21st Century, the higher education sector has witnessed a proliferation of transnational education arrangements, including joint venture universities. Concurrently, there has been a surge in published literature on transnational higher education. While the current literature on transnational education explores various issues including with respect to regulation, management, quality assurance, and impact, there is a deficit of lived accounts of the benefits and challenges of transnational education from teacher perspectives and pedagogic tools used to deal with language and learning culture differences in transnational education settings. Based on the author’s own experience in a Sino-British joint venture university in China, this paper draws on in-class observations, reviews of seminar recordings, informal conversations with students, and anecdotal reflections to highlight the potential of using student audio podcasts to mitigate oral reticence and increase interactions in lectures and seminars.

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Kesper-Biermann, Sylvia. "Transnational Education in Historical Perspective. The Deutsche Kolonialschule (1898-1944)." Transnational Education. A Concept for Institutional and Individual Perspectives 4, no. 4-2019 (December 3, 2019): 417–30. http://dx.doi.org/10.3224/diskurs.v14i4.04.

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Transnational education (TNE) is widely viewed as focussing on a new form of educational practice specific to the globalised world of the late 20th and early 21st centuries. This article explores the potential that a historical perspective can offer. Particular attention is due the political and societal context of colonialism. It focusses on the Deutsche Kolonialschule (German Colonial School) where young German men trained for a life overseas between 1898 and 1944. First, it gives a brief overview of the Kolonialschule’s founding and development. The second part explores the various forms of cross-border networks and interconnections that it was part of. The third part analyses the intended types of education and training as well as the educational goals of the Kolonialschule. Fourth, a conclusion takes up the initial question looking at the potentials of a historical perspective on transnational education.

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Klemenčič, Manja, and Fernando Miguel Galán Palomares. "Transnational student associations in the European multi-level governance of higher education policies." European Educational Research Journal 17, no. 3 (November 2, 2017): 365–84. http://dx.doi.org/10.1177/1474904117736428.

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The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students’ Union (ESU), Erasmus Student Network (ESN) and European Students’ Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.

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Kauppinen, Ilkka. "Towards transnational academic capitalism." Higher Education 64, no. 4 (March 9, 2012): 543–56. http://dx.doi.org/10.1007/s10734-012-9511-x.

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Avsheniuk, Nataliia. "UNESCO'S MISSION IN THE DEVELOPMENT OF TRANSNATIONAL HIGHER EDUCATION." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 1 (May 11, 2020): 12–16. http://dx.doi.org/10.35387/ucj.1(1).2020.12-16.

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The article is devoted to the characterization of the constitutive influence of UNESCO on the transnational higher education formation at the end of the XX - the beginning of the XXI century, in particu-lar, to substantiate strategies for its development and quality assurance at the global and regional levels. Based on the study of a wide source base, UNESCO's role in the development of transnational higher educa-tion is uncovered though it has been firmly included in the structure of the international relations system in the field of internationalization of higher education as the institution of global educational policy of global scale. It is revealed that the main directions of the international organization’s activity in the development of transnational higher education are: statistical data collection and classification; harmonization of the termi-nology apparatus; deepening knowledge of transnational higher education issues; development of recom-mendations for the transnational higher education management, ensuring its quality; creation of infor-mation exchange centers; forecasting and developing strategies for its development. It was established that on the international level, on the basis of the method of open coordination, the leading institutions of global regulation of education development have agreed and adopted normative documents on the quality assur-ance of transnational higher education, the unifying characteristics of which are: the basic principle of mu-tual trust between countries and respect for the diversity of higher education systems; quality management of transnational educational services; ensuring the detection of dishonest providers; recommendation focus on the activities of stakeholders: government, higher education institutions, educational services providers, student organizations, quality assurance and accreditation institutions, institutions for recognition of quali-fications and diplomas, professional associations of teachers, researchers, etc.

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Journal articles on the topic 'Transnational education'

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