Agency and Student Development in Higher Education: A Cross-Cultural and Cross-Disciplinary Exploration

Yang, Lili; Lee, Soyoung; Oldac, Yusuf Ikbal

doi:10.1007/978-3-031-44885-0_3

Cited by 1 publication

(1 citation statement)

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“…SA programmes are internationally acclaimed for their ability to foster cross-cultural communication and enhance employment skills (Yang et al, 2023). This recognition underscores the necessity for a more nuanced exploration of the learning process within the SA journey (Nada, 2023).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical relationships in short-term study abroad programmes: exploring the role of consumer identity in collaborative learning among Chinese students in the UK

Liu,

Liang,

Guo

2024

AEDS

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PurposeThe marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.Design/methodology/approachA qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.FindingsChinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.Originality/valueThis study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.

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Section: Introductionmentioning

confidence: 99%