by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

The Silent Language

A critique of postcolonial reason: Toward a history of the vanishing present

This paper discusses the background and key findings of a two‐year Economic and Social Research Council (ESRC) funded mixed‐method research project (2006–2008) which was designed, within the context of university internationalisation, to provide an investigation of the experiences of first‐year international students during their undergraduate study at four UK higher education institutions. The research explored the complexities of international students' transitional experiences both in terms of their maturation and human development and their intercultural adaptation within a different educational environment and a different culture and society. These two types of transition interactively influenced the nature and process of students' change and development over time. Findings of the research challenge the psychological model of international students' linear intercultural adaptation and point to the presence of a complex set of shifting associations between language mastery, social interaction, persona...

Learning and growing in a ‘foreign’ context: intercultural experiences of international students

STENHOUSE's (1981) differentiation between research on education and research in education contributed much to the development of practitioner research in educational settings, yet exemplars of university teachers researching their own practice are rare. Even rarer, in spite of pleas from "international students" for reciprocal dialogue with local academics and students to recognise the value of many different realities and knowledges (KOEHNE, 2006), are practitioners who reflect critically on the personal and professional impact of cultural diversity in higher education (BRUNNER, 2006). 
In this article, I critique how a narrative inquiry paradigm supported and challenged me to explore different realities and knowledges about learning and teaching in a UK higher education context in my doctoral research with postgraduate students from many different cultures. Practitioner research is, inevitably, an iterative process—research and practice are inextricably linked and continuously evolving. Thus, through the autoethnographic exploration of my own practice, my "subject positions, social locations, interpretations, and personal experiences" continue to be examined "through the refracted medium of narrators' voices" (CHASE, 2005, p.666), glimpses of which will be seen as the article unfolds.
URN: urn:nbn:de:0114-fqs0901308

/pdf/beyond-the-story-itself-narrative-inquiry-and-5avhm74hdl.pdf

Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education

This article identifies the limitations of contemporary organizational theory on the internationalization of higher education in guiding and supporting internationalization activities at the level of the academic Self. A way forward is provided through Cranton's notion of authenticity in teaching in higher education, which presents a platform for understanding the academic Self through critically reflective and self-reflective processes. Cranton's work is then expanded using the concept of cosmopolitanism to enhance the potential for individual teachers to internationalize their personal and professional outlooks. In sum, this article highlights the importance of the exhortation from Socrates to know thyself as a precondition to better understand Others. Furthermore, the article provides the fundamental underpinnings of a conceptual framework for the internationalization of the academic Self.

A Foundation for the Internationalization of the Academic Self

positive experience for all parties, there are some shortcomings to acknowledge and some hurdles to overcome. Concisely, we have been inconsistent in our efforts to connect with the Cultural Other. Furthermore, current neo-liberal globalisation agendas would not seem to augur well for improving on this record. This paper examines our contemporary engagement with the Cultural Other from an existential perspective and introduces the idea of the ‘fear of the unknown’ as a foundation of our difficulty in accepting Otherness. It also offers a way forward by means of the internationalisation of the self. Existentialism, Globalisation, Cultural Other, ‘Known Unknown’, Internationalisation

/pdf/existentialism-globalisation-and-the-cultural-other-3pzsctwj01.pdf

Existentialism, Globalisation and the Cultural Other

This paper considers contemporary higher education in Singapore and its relationship to the larger international context. It shows that international education has been established as a result of fundamentally different motives than the current full feepaying programs found in western countries. It argues that on-shore international education in Singapore is a catalyst to prepare local institutions for the next wave of the nation’s economic development, as it is orients itself to be the regional hegemonic player in a ‘knowledge economy’ driven by a world class tertiary sector. Considerations of history, culture and economic development add substance and depth to the claim that Singapore, by necessity and design, is on the verge of creating a unique ‘hub’ of international education which will challenge traditional western models that have been so dominant throughout the final years of the last millennium. Singapore, International Education, Internationalisation, Postcolonial Education

International Education Developments in Singapore

This paper discusses themes associated with the enterprise of educational research, particularly as it applies to notions of ontology and epistemology in ‘quantitative’ and ‘qualitative’ methodologies. It begins by identifying the ‘space’ that educational research occupies in the contemporary social setting and indicates the growing complexities of the ‘real world’ which researchers contemplate. The development of empirical and interpretive methodologies is traced through an historical analysis of educational research which highlights the emergence of the postmodern platform. This leads to an examination of the traditions of both the ‘quantitative’ and ‘qualitative’ approaches with a view to understanding their positioning in the field of educational research. It is maintained that these two methodologies are examples of paradigms which exist within traditions. They are often said to be incommensurable paradigms. We propose a solution to their seeming incommensurability which in part involves assessing the coherence of the idea of a ‘paradigm’.

Contemporary Themes in the Research Enterprise

This paper reports on a preliminary investigation into the instructional preferences of students from Confucian‐heritage backgrounds studying in a transnational Master of Business Administration (MBA) program of an Australian university. This is part of a long‐term undertaking to ensure that teaching and learning arrangements in the MBA program are improved. The teaching and learning environment of the program is characterised by an intensive teaching regime which utilises a mixed mode of face‐to‐face and online delivery which promotes independent and collaborative learning. The aim of the investigation was to provide lecturers with an understanding of the students’ instructional preferences so that, where possible and appropriate, they can better assist the students to meet the learning objectives of the MBA program. Questionnaire data was collected from students studying the MBA in English (EMBA) in both Hong Kong and Singapore, as well as students studying the MBA in Chinese (CMBA) in Hong Kong, Singapore and Taiwan. The findings demonstrate that whilst students ranked teacher‐directed, face‐to‐face instructional delivery highly, some students also indicated that an independent, online learning environment had advantages even though it was their least‐preferred approach to learning. These findings provide lecturers with insights into their students as learners and this is particularly useful in terms of informing planning processes for how to best assist students to work productively and successfully in the face‐to‐face and online teaching and learning environment.

Understanding transnational MBA students’ instructional communication preferences

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