We review the ontological and pedagogical origins of International Development graduate education in the context of increasing pressures to 'professionalise' graduate curricula. We apply Giroux's concept of 'vocationalisation' to argue that professionalisation risks undermining the field's intellectual foundations in an elusive quest to equip students with functional rather than intellectual skills. Acknowledging ever-growing competition among graduates for gainful employment in this sector, we argue that instructors of International Development should recommit to the field's reflective tradition by creating spaces for transformative education and develop a repoliticised ethos that critically engages global capitalism.
Tobias Denskus and Daniel E. Esser
Penny Welch and Susan Wright
Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Important social aspects of contemporary higher education are addressed in this issue by authors from a number of countries and social science disciplines. These range from learning and teaching concepts of capitalism and alienation, to the impacts of computerised university administration, the systematic ways certain categories of students fall through cracks in the academic pipeline, and how to reintroduce social activism into a ‘professionalised’ curriculum and teach social justice through international study visits.
Holly Hansen-Thomas and Ludovic A. Sourdot
This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.
Neda Maghbouleh, Clayton Childress, and Carlos Alamo-Pastrana
Marx's critique of capitalism remains foundational to the university social science curriculum yet little is known about how instructors teach Marx. In post-industrial, service-oriented economies, students are also increasingly disconnected from the conditions of industrial capitalism that animate Marx's analysis. Inspired by the discussion of how a piece of wood becomes a table in Marx's Capital Vol. 1., 'Our Table Factory, Inc.' simulates a diverse array of roles in the chain of production into and out of a table factory to understand key concepts: means/mode of production, use/exchange value, primitive accumulation wage/surplus labour, proletariat, bourgeoisie, alienation, false consciousness, commodity fetishism and communist revolution. We describe the exercise and present qualitative and quantitative assessment data from introductory sociology undergraduates across three small teaching-intensive universities in the United States. Findings detail the exercise's efficacy in fostering retention of material and in facilitating critical engagement with issues of inequality.
Transnational higher education (TNHE) is a term used for a range of international activities but most commonly it describes programmes where students are located in a different country from the degree-awarding institution. Partnership models include distance learning, dual degrees, franchising and ‘flying faculty’, where academics from the degree-awarding institution fly to another country to teach a programme there. TNHE partnerships are established between institutions for several reasons, not least because of the increase in marketisation of higher education together with the reduction in public funding in many contexts. Interrogating how ‘commercial imperatives nest with academic integrity’ (Sidhu and Christie 2014: 2) is important as many TNHE partnerships are established between ‘Northern’ universities, in particular from Anglo-Celtic countries such as Australia, the U.K. and the U.S.A., and those from the ‘South’ or the ‘East’. Care needs to be taken, therefore, in exercising academic integrity in learning, teaching and assessment in contexts with different academic traditions from those of the degree-awarding institution.
Narrative evaluations of the professional identities of learners in a transnational higher-educational setting
This article uses a narrative approach to investigate the learning experiences of third-year medical students in a transnational higher educational setting, specifically during an elective period abroad. The students evaluate their learning experiences in an unfamiliar environment both in relation to previous learning and in relation to their possible or imagined future professional identities. Through this process, these students demonstrate how learning may take place through participation outside or alongside the formal curriculum, in the informal and the hidden curriculum (Leask and Bridge 2013). These narrative evaluations represent a reflective resource for the learners and their peers. They may also provide other stakeholders in transnational higher educational settings, including teachers, programme coordinators, educational managers and policy-makers, with an understanding of the experiences of mobile students in the informal curriculum.
Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.
Stories from a dual degree
This article explores the decision by two universities, the University of Malta and the University of Maryland, College Park, U.S.A., to create a dual master's degree in transcultural counselling. The difficulties encountered by the two universities in creating a harmonised system encompassing tuition, assessment, accreditation and regulatory procedures will be discussed, as well as the complexities of learning and teaching and the opportunities for intercultural learning. The article explores the experiences of the students and academics as they grapple with two different philosophical and academic systems, but also with their own personal and professional differences as narrated, composed and received in their different contexts – interactional, historical, institutional and discursive. Through the narratives of the research participants a powerful tool for course evaluation was created.
Shifting positionality and the complexities of partnership
Viv Caruana and Catherine Montgomery
This article presents a comprehensive review of research on transnational higher education published between 2006 and 2014. It aims to provide an overview of a highly complex field that is both nascent and shifting, with research developing unevenly and concentrated in particular areas. This overview will enable academics working in transnational higher education to place their practice in the wider context of socio-political and cultural discourses. The review adopts the concept of positionality, which defines individuals and/or groups not in terms of fixed identities but by their shifting location within networks of relationships as a means of understanding the changing landscape.
This article uses postcolonial scholarship to understand the knowledge and cultural politics that underpin Australian-provided transnational higher education (TNHE) programmes in Singapore and Malaysia. A case is made for TNHE practices to develop an 'engaged pedagogy' and 'ethics of care' as it relates to transnational students in postcolonial spaces. Through this, the article seeks to respond to broader criticisms directed at international education's limited engagement with equity and social justice.