Susan Wright and Davydd J. Greenwood
Digital Media and Contested Visions of Education
Wesley Shumar and Susan Wright
Using an ‘international edition’ to teach critical thinking and intercultural understanding
Kristina C. Marcellus
In this report, I outline and provide examples of an approach to using an international edition of an introductory sociology textbook to facilitate cross-cultural learning and critical thinking skills in an EFL (English as a foreign language) environment at a small engineering university in the United Arab Emirates.
Anders Sybrandt Hansen and Stig Thøgersen
Recent years have seen a tremendous increase in transnational education mobility. The two trends of international integration and marketisation of higher education have made for a situation in which increasing numbers of aspiring young people worldwide seize the opportunity to study abroad as part of their higher education. No other nation sends more students abroad than China. In 2014, 459,800 students left the country to study abroad (Ministry of Education 2015); and 22 per cent of all international students enrolled in tertiary education in OECD countries in 2012 came from China (OECD 2014: 350). To explore the many dimensions of this huge wave of educational migration we hosted a conference at Aarhus University with the title Chinese Students Abroad: Reflections, Strategies and Impacts of a Global Generation in March 2014. The initial versions of the first three articles in this issue by Heidi Ross and Yajing Chen, Kirsten Jæger and Malene Gram, and Qing Gu were presented at this conference.2 The fourth article, by Naomi Yamada, examines the education of ethnic minorities inside China and thereby throws light on another, but related, effect of the marketisation of Chinese education.
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.
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.
Jakob Krause-Jensen and Christina Garsten
Over the past decades, higher education has been profoundly restructured across the world. With remarkable consistency educational reforms have been put forward that rest on a particular and similar rationale: to achieve global competitiveness and adapt to the advent of the so-called ‘knowledge economy’. The ramifications for universities have been dramatic: institutions have changed, roles of students and university employees have been re-defined and the concept of knowledge itself altered.
Penny Welch and Susan Wright
Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.