Identity and social practice in higher education: student experiences of postgraduate courses delivered ‘offshore’ in Singapore and Hong Kong by an Australian university

Chapman, Anne; Pyvis, David

doi:10.1016/j.ijedudev.2004.05.003

Cited by 33 publications

(17 citation statements)

References 4 publications

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“…14 Globalization of communications, knowledge, and skilled labor continue to transform the concepts, establishments, practices, and expectations of higher education around the world, and Mainland China is no exception. 15 The modernization efforts and various social reforms, together with opening up to the outside world, China as a rising world power has transformed the highly centralized-controlled communist economy into a modernized market-oriented economy. 16 Such reforms together with the pursuit of rapid growths in a globalized economy have created significant impacts on China's higher education system and its developments.…”

Section: Development Of Chinese Society and Lismentioning

confidence: 99%

Chinese Students’ Motivations for Overseas versus Domestic MLIS Education: A Comparative Study between University of Tsukuba and Shanghai University

Liu

et al. 2019

C&RL

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Section: Development Of Chinese Society and Lismentioning

confidence: 99%

Chinese Students’ Motivations for Overseas versus Domestic MLIS Education: A Comparative Study between University of Tsukuba and Shanghai University

Liu

et al. 2019

C&RL

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“…Internationally recognized institutions and academic superiority in terms of excellent teaching learning environment, specialized courses and high research facilities are pertinent pull factors of career advancement segment of students to pursue higher studies overseas and thus influence students' selection of host institution and course (Kemp, Madden & Simpson, 1998;Maringe & Carter, 2007;Park, 2009;Varghese, 2008;Yang, 2007;Liu & Wang, 2008). Moreover, opportunities of earning while learning, high prospect of employment and income opportunities are prominent pull factors which influence outward student mobility of this segment (Brooks & Waters, 2009;Chapman & Pyvis, 2005;Deumert, Marginson, Nyland, Ramia & Sawir, 2005).…”

Section: Quality Education (Career Advancement) Versus Immigration Sementioning

confidence: 99%

Students on Move

Wadhwa

2015

Higher Education for the Future

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In recent years, the overall context of global mobility has significantly changed, so has the strategies to attract international students. What we observe now is the changes in strategies and the emergence of new host countries and increased opportunities for studying abroad. In an intense competitive environment of global higher education market, host countries are targeting students from Asian origin in general and Indian students in particular. Increasing competition for international students has caused complexities in choices and decision-making process adopted by students. It is observed that the new student body of a middle-class segment are also becoming a part of mobile students. This pattern has deepened the element of heterogeneity among students going abroad. There is direct implication of these changes for the countries particularly in the area of recruitment and retention and strategic international student marketing. This article explores the decision-making process of different segments of students. The methodology of the article involves a sample of 362 prospective and 55 currently abroad Indian students. For the analysis of the data, a binary logistic regression model has been used. Findings of this study will provide an understanding of push and pull factors driving mobility of Indian students. This article will provide international students' recruiters a better understanding of choices made by the students and how to use different marketing strategies.

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“…Did a learning experience challenge the self to make new accommodations? For an extended discussion of the research conducted into student experience and perspectives in relation to the quality of transnational education provision, see our other work (Chapman & Pyvis, 2005a, 2005b, 2006cPyvis & Chapman, 2004, 2007.…”

Section: The Rise Of Australian Transnational Education and The Pursumentioning

confidence: 99%

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

Pyvis

Chapman

2008

International Journal of Educational Reform

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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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Identity and social practice in higher education: student experiences of postgraduate courses delivered ‘offshore’ in Singapore and Hong Kong by an Australian university

Cited by 33 publications

References 4 publications

Chinese Students’ Motivations for Overseas versus Domestic MLIS Education: A Comparative Study between University of Tsukuba and Shanghai University

Chinese Students’ Motivations for Overseas versus Domestic MLIS Education: A Comparative Study between University of Tsukuba and Shanghai University

Students on Move

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

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