This paper reports the findings of qualitative case studies aimed at exploring student experiences of offshore programmes delivered in Singapore, Hong Kong and Malaysia by Australian universities. The paper draws on a cross-case analysis of the studies to develop propositions about student experience and identity formation in the context of offshore education. The propositions are that: offshore students consider international education to be part of a long-term trajectory of identity formation, with the choice of programme delivery being a strategy to progress along the trajectory; offshore students seek identity as members of the educational community through pursuing local ways of belonging; and offshore students deal with the demands of family, work and study by prioritizing and compartmentalizing roles and activities. The findings provide insights into student perspectives on what makes a quality educational experience for international students studying offshore.
English Within the context of higher education, it is the international student who travels to another country to study who is typically identified as the subject at risk of culture shock. This paper attempts to go further by suggesting that international students studying in their home country with an overseas institution may also experience culture shock as an effect of this engagement. To support this contention, the paper reports findings of an interpretive case study of a group of masters' degree students in Singapore taught by an Australian university in partnership with a local provider. French Dans l'enseignement supérieur, les étudiants internationaux s'installant dans un pays étranger dans le cadre de leurs études sont en principe identifiés comme des sujets à risque de choc culturel. Cet'article tente d'approfondir cette réflexion en suggérant que les étudiants internationaux scolarisés dans un établissement étranger implanté dans leur pays d'origine connaissent également un choc culturel. Pour justifier cet argument, l'article rend compte des résultats d'une étude de cas interprétative portant sur un groupe d'étudiants de maîtrise à Singapour étudiant dans une université australienne en partenariat avec un prestataire local. Spanish En el contexto de la educación superior, son los estudiantes internacionales que se trasladan a estudiar al extranjero a quienes generalmente se identifica como individuos con riego de choque cultural. Este artículo va más allá y sugiere que los estudiantes internacionales que cursan estudios en sus países de origen en una institución extranjera también pueden experimentar un choque cultural. Para justificar este argumento, el artículo presenta los resultados de un estudio de caso de carácter interpretativo sobre un grupo de estudiantes de un máster impartido en Singapur por una universidad australiana en asociación con una institución local.
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 quality frameworks for Australian transnational higher education established as the context, the article then traces our work to draw out and establish principles of quality that might inform such frameworks. Distinguishing this work is the endeavor to extract understandings about the constitution of quality in Australian transnational higher education. The article reports initial findings of ongoing empirical research into academic stakeholders’ perspectives on issues of quality in teaching and learning in transnational programs aimed at developing principles to enhance quality frameworks.
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