The other voices of international higher education: an empirical study of students' perceptions of British university education in China

Abstract

(2015) 'The other voices of international higher education : an empirical study of students' perceptions of British university education in China.', Globalisation, societies and education., 13 (4).pp. 437-454. Further information on publisher's website:http://dx.doi.org/10. 1080/14767724.2014.959476 Publisher's copyright statement:This is an Accepted Manuscript of an article published by Taylor Francis Group in Globalisation, Societies and Education on 02/10/2014, available online at: http://www.tandfonline.com/10.1080/14767724.2014.959476. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Further, our findings point to a remarkably specific association students made between teaching in the Western mode and being Western (or Anglo-Saxon). Locating our findings within a globally hegemonic discourse on neo-colonial perspectives in higher education, we discuss how students' views were a striking instance of the 'colonisation of the mind' and discuss implications of this phenomenon for the internationalization of TNE…..

Going Beyond the Local: Exploring the Role of Transnational Higher Education in Shaping Students’ Life Trajectories in Uzbekistan

“…Unlike other cases where TNE institutes were perceived as having lower social status (Waters and Leung, 2012Fang and Weng, 2014) the university explored in this study is perceived as quite reputable and prestigious. More importantly, students' views support findings by Pyvis (2006, 2007), Sidhu and Christie (2014), and Moufahim and Lim (2015) that TNE opportunities are perceived as a gateway to the global and that they shape students identity construction in terms of career choices and in becoming internationally oriented individuals. More specifically, TNE appears to influence their life trajectory through the way it shapes their life projects including their self-representation and the representation of the ' other'.…”

“…The impact study undertaken by DAAD and the British Council (McNamara and Knight, 2014) across 10 countries suggests that students enter into TNE institutions primarily for their career enhancement, based on the perceived prestige of universities and the status afforded by an international/multicultural experience. In a similar vein Moufahim and Lim (2015) argued that TNE is believed to be a gatekeeper for careers, global mobility and status. In a more nuanced study, Pyvis (2006, 2007) argued that students seek to construct their identities either by emphasizing career enhancement (positional investment) or becoming an international person (transformative investment).…”

International study in the global south: linking institutional, staff, student and knowledge mobilities

“…Recent writings on academic migration have highlighted the role that mobility plays in producing knowledge (Madge et al 2009(Madge et al , 2015Raghuram 2013;Altbach 2015a;Faist and Bilecen 2015;Jöns 2015;Moufahim and Ming 2015). In a step forward from much of the existing literature they emphasise not only the extent to which institutions, students and academics are mobile but also the growing recognition of mobility's role in knowledge production and knowledge systems.…”

Developing a measure for student perspectives on institutional effectiveness in higher education

“…Subramanian et al (2013, p. 137) identify four ways in which students' insights might improve the educational process, encapsulating ideas that have been articulated by several other authors. These include (1) providing formative feedback on pedagogical practices (Harvey, 2003;Seale, 2010), (2) being a key element of the quality assurance strategy (Estes, 2004;Leckey & Neill, 2001;Moufahim & Lim, 2015), (3) promoting engagement and reflection on teaching and learning activities (Cook-Sather, 2006) and (4) advancing democratic participation and empowerment (Cohn, 2012;Del Prato, 2013;Levin, 1998).…”