Basics of qualitative research: Grounded theory procedures and techniques

This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better understand the tensions between personal and professional values, structural and power influences, discipline versus generic education, and the role of workplace learning on professional identities.

Professional identity development: a review of the higher education literature

In research in cross-cultural psychology, international education is largely understood as an “adjustment” to host country norms and institutions, a notion that prioritizes social order and stability. The student is seen as in deficit in relation to these norms. The student’s home country identity becomes seen as a barrier to be broken down. In contrast, this article sees higher education, and within that international education, as a process of self-formation within conditions of disequilibrium in which student subjects manage their lives reflexively, fashioning their own changing identities, albeit under social circumstances largely beyond their control. International students form their self-trajectories somewhere between home country identity (which continues to evolve in the country of education), host country identity, and a larger set of cosmopolitan options. In piloting their pathways they draw on multiple identities and fashion new forms of hybrid identity. The article highlights the need for int...

Student Self-Formation in International Education:

This paper unpacks the meanings and implications of the mobility of international students in vocational education – an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students ‘become’ the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of ‘becoming’. Mobility as ‘becoming’ encompasses students’ aspirations for educational, social, personal and professional development. Theorising mobility as ‘becoming’ captures international students’ lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as ‘becoming’, this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu’s forms of capital in understanding the logics and practice of the social field – international student mobility.

Mobility as ‘becoming’: a Bourdieuian analysis of the factors shaping international student mobility

This article is a review of the literature concerned with transnational, offshore, cross-border, and borderless higher education, which together form a new thematic field within higher education research from the early 2000s onwards. The review places emphasis on the development of this field as well as its most cited contributions. The literature derives from the Database of Research on International Education, while the citation data comes from Google Scholar. The first section describes the growth of the field and its cognitive and institutional structure in terms of keywords, publication types, journals, and topic clusters. The second section provides a review of the most recognized work of this thematic area. Research related to the main themes studied under the label of transnational higher education is discussed. Finally, future directions for research, including methodological issues and substantive concerns, are addressed.

Transcending Borders and Traversing Boundaries A Systematic Review of the Literature on Transnational, Offshore, Cross-Border, and Borderless Higher Education

This paper argues that the current approach to educational quality formation in transnational higher education promotes educational imperialism, and that guidelines and practices should be altered to embrace context-sensitive measures of quality. The claims are sustained by findings from a study that investigated how academics understood and pursued educational quality in an Australian university programme delivered in partnership with a Chinese university in China. A key finding was that a home programme functioned as the single reference point for quality in the programme delivered in China. Quality in the China programme was sought through the imposition of practices and philosophies associated with the home programme, which required the suppression of local educational traditions. The paper points out that reliance on a home programme as the single measure of quality is encouraged by governing UNESCO/OECD guidelines on quality in cross-border provision.

The need for context-sensitive measures of educational quality in transnational higher education

Introduction Part I. Experiences of Students Engaged in Transnational Education Chapter 1: Culture Shock for the Offshore Learner: A Case Study in Singapore Chapter 2: Dilemmas in Forming Student Identity in the Transnational Context: A Case Study in Hong Kong Chapter 3: Why University Students Choose Transnational Education: A Case Study in Malaysia Chapter 4: Quality, Identity and Practice in Offshore University Programs: Issues in the Internationalization of Australian Higher Education Part II. Experiences of Academics Engaged in Transnational Education Chapter 5: Structuring a Cross-border Partnership to Deliver Quality Teaching and Learning: The Case of a Branch Campus in Malaysia (I) Chapter 6: Quality Challenges for Transnational Higher Education: The Case of a Branch Campus in Malaysia (II) Chapter 7: Capacity Building and Academic Professionalism: The Case of a Moderated Program in Malaysia Chapter 8: Constructs of Quality in Cross-border Higher Education Delivery: The Case of a 'Double-Badged' Program in China

Enhancing Quality in Transnational Higher Education: Experiences of Teaching and Learning in Australian Offshore Programs

Student Experiences of Offshore Higher Education: Issues for Quality

This article provides an overview of the progress of efforts to formulate quality frameworks for Australian higher education delivered overseas, notably in the Asian region. With the quest for qual...

Teaching and Learning in Australian Transnational Higher Education: Distilling Principles of Quality from Stakeholder Accounts.

Rural Technical and Further Education (TAFE) students making the transition from rural and remote areas of Australia to urban university environments are likely to face educational challenges. Different understandings of literacy and numeracy held by the TAFE and tertiary sectors intensify these challenges. Case studies of four Western Australia TAFE courses (health science, tourism, children's services, and information technology) explored how further study options at university campuses are facilitated by the literacy and numeracy strategies and practices in regional TAFE courses. Literacy and numeracy strategies used in TAFE courses included modeling vocabulary, assimilation, transformational shifts in language, definitional practices, professional context, use of register, interpersonal exchanges, lifelong learning, emphasizing importance to employers, utilizing student interests, using multimedia, and diagnostic analysis. Educational needs and priorities identified include being aware of the political, social, and cultural dimensions of literacy and numeracy practices; integrating practical and theoretical aspects of course content; developing competency in professional discourses; making transformational shifts between everyday and professional language; demonstrating a high level of reading, writing, aural and oral communication skills; demonstrating competency in mathematical skills; approaching literacy and numeracy as practices for self-directed and lifelong learning; and developing competency in multimedia technology. (TD) Reproductions supplied by EDRS are the best that can be made from the original document. Literacy And Numeracy Needs And Priorities: A Case Study Of Regional Tafe Courses In Western Australia Anne Chapman & David Pyvis, Australia U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION . CENTER (ERIC) This document has been reproduced as received I rom the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BESTCOPYAVAILAE3LE "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

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Literacy and Numeracy Needs and Priorities: The Case Study of Regional TAFE Courses in Western Australia

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