Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

Dai, Kun; Matthews, Kelly E.; Renshaw, Peter

doi:10.1080/07294360.2020.1713731

Cited by 19 publications

(27 citation statements)

References 30 publications

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“…For instance, Chinese students prefer the replication of Western-style curricula and pedagogical practices in their exchange experiences (Willis, 2010 ). As a result, these students would face multiple contradictions or challenges while adapting to a Western academic system in the program, as indicated in language proficiency, teaching strategies, learning approaches, assessment models, and academic culture (Custer & Tuominen, 2017 ; Dai et al, 2020a , b ; Yu, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…These cultural characteristics also influence their teaching and learning practices (Heffernan et al, 2010 ). Generally speaking, in some East Asian countries, the education highlights instructor-dominated, lecture-based, textbook-focused, and high-stakes exam-oriented teaching approaches, which is opposite to those in the United States (Dai et al, 2020a ; Liu et al, 2010 ; Wang et al, 2018 ; Yu, 2021 ). In terms of intercultural contradictions in transnational education, there is a need for faculty and staff to increase their cultural understanding and sensitivity in course design and development (Heffernan et al, 2010 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Before the pandemic, transnational education was used as an effective model to promote cross-cultural communications and academic collaborations among higher education institutions in many countries, such as academic exchange programs, joint degree programs, and branch campuses (Bovill et al, 2015 ; Djerasimovic, 2014 ; Feng, 2013 ). Particularly, many East Asian countries were intrigued by pursuing academic partnerships with the institutions in Western developed countries, such as Australia, Britain, and the United States, to internationalize their higher education (Dai et al, 2020a ; Feng, 2013 ; Hawkins et al, 2000 ; Pan, 2021 ). Research shows the number of cross-border exchange programs has increased steadily in many East Asian countries for the past decades (Ota, 2018 ; Trifiro, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context

Ren

2021

TechTrends

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context

Ren

2021

TechTrends

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“…To study the activity of universities on the development of transnational education we systematized studies, which studied the factors that influenced the choice of students to study, educational institution and program, the orientation on the international rating of the university in transnational education (Dowling-Hetherington, Education 18-19 October, 2021, the difficulties that students encounter when studying in transnational education programs (Dai, 2020), etc.…”

Section: Frontier -32mentioning

confidence: 99%

Developing Cross-Border Cooperation in Higher Education: Research of Directions

Sukhorukova¹,

Fokin²,

Shestakova³

et al. 2021

Proceedings of ADVED 2021- 7th International Conference on Advances in Education

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Relevance of transboundary and cross-border cooperation in higher education in Russia is conditioned by the state policy of complex development of border geostrategic territories in conditions of development of globalization, regionalization, growing migration flows of population, including families with children, educational mobility of students. The main idea is that nowadays a high level of conceptualization of crossborder cooperation in the training of pedagogical and managerial personnel in the sphere of education in the border area of Russia as an integral scientific and educational system is required. The aim of the research is to substantiate the research directions of managerial and pedagogical personnel training in the sphere of education, migration management in cross-border university cooperation until 2030. The methodological basis of the research is the interdisciplinary paradigm of analysis of cross-border and cross-border cooperation in education. We examine and summarize research on cross-border cooperation in education from 1993 to 2020, conduct a systematic search for theories of state border protection, borderology, discuss the results and implications for educational research and practice. The study used a content analysis of relevant 313 empirical studies published between 2017-2021, in journals included in international databases Scopus, Web of Science, and Google Scholar, Elibrary-RINC. Research methods: theoretical analysis of psychological and pedagogical literature on the problem of research; method of modeling, design and search experiment; bibliometric methods; questioning; content analysis, expert evaluation. In our research theories, models, prospects, potentials of cross-border cooperation in the global and transboundary dimension were studied, the results of interdisciplinary study of cross-border cooperation in borderology and political science were presented. The theories, problems and models of cross-border cooperation of higher educational institutions in the post-Soviet period are highlighted. The most significant results: a) the necessity of creating potentials of federal universities to develop cross-border geostrategic cooperation in the field of education was substantiated; b) conditions and possibilities of development and implementation of master's programs of training of educational leaders relevant to the formation of cooperation with universities of border and cross-border space were systematized; c) research and educational problems of research of border and cross-border cooperation were developed. The study concludes with a discussion and formulation of new research directions of research on cross-border and transboundary cooperation in education. Information about main directions of research of transboundary and cross-border cooperation can be used when planning new scientific, educational and methodological projects.

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“…In response to the arrival of a highly competitive global knowledge economy, Chinese HE reform has been conducted since the 1980s (Cai, 2013). As one vital goal of the reform, the internationalisation of Chinese HE has brought various changes, performed by sending students and scholars overseas, establishing transnational HE programs to motivate mutual movement, and integrating international dimensions into HE teaching and learning (Dai, 2020;Dai, Matthews, & Renshaw, 2020;Dai, Matthews, & Reyes, 2020;Yang, 2016). Along with these implementations, students and academics in China have also experienced numerous changes in educational practices.…”

Section: Introductionmentioning

confidence: 99%

Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education

Liang

Dai

Matthews

2020

International Journal of Chinese Education

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Engaging students as partners (SaP) in teaching and learning is a growing arena of practice that shapes the mutually beneficial student-teacher relationship. Redefining student-teacher identities in pedagogical practice is one of the key implications of SaP. In the past decade, Chinese higher education institutions have paid increasing attention to student-centred pedagogies. Understanding and investigating new interpretations of student-teacher identities underpins the shift toward such pedagogical practices. In this theoretical discussion paper, based on the recent trends associated with Chinese higher education reform efforts revealed by large-scale and systematic survey results, we interrogate the concept of Chinese student-teacher identities as a learning partnership by drawing on the theorisations of SaP. Our intention is to contribute to the ongoing process of identity transformation within Chinese higher education. By calling for adapting SaP to the unique Chinese educational and cultural features, we provide a future vision for the cultivation of the teacher-student relationship.

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Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

Cited by 19 publications

References 30 publications

Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context

Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context

Developing Cross-Border Cooperation in Higher Education: Research of Directions

Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education

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