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Article
Publication date: 28 January 2014

Vanessa Quintal and Ian Phau

The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses…

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Abstract

Purpose

The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses?

Design/methodology/approach

In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia.

Findings

Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university.

Practical implications

These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students.

Originality/value

This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

Details

Marketing Intelligence & Planning, vol. 32 no. 1
Type: Research Article
ISSN: 0263-4503

Keywords

Book part
Publication date: 27 June 2023

Joanna Leek, Marcin Rojek and Luca Alexa Erdei

This chapter presents findings from a qualitative study conducted among students from Germany, Hungary, Portugal, France, and Poland on their expectations and experiences of…

Abstract

This chapter presents findings from a qualitative study conducted among students from Germany, Hungary, Portugal, France, and Poland on their expectations and experiences of learning in two types of international mobility (physical and virtual) during the pandemic of 2020. The authors identified imprints of internationalization onto the students’ learning. They are of a binary nature and manifest themselves in the following dualities: Duality 1: Expectations (new life experiences) versus reality requirements (empowerment); Duality 2: Formal learning (at university) versus non-formal learning (outside formal environments as a part of daily life); Duality 3: Designing (the digital environment) versus reconstruction (the “old order” of university learning); Duality 4: Latitudes (choice of method, place, and time of learning) versus restrictions (staying at home and family responsibilities). Moreover, internationalization through student mobility programs simultaneously show features of some revolutionary changes and evolutionary transformations that have come about during the COVID-19 pandemic.

Article
Publication date: 14 August 2019

Jasvir Kaur Nachatar Singh, Swati Nagpal, Susan Inglis and Jubin Jacob-John

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

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Abstract

Purpose

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

Design/methodology/approach

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

Findings

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

Research limitations/implications

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

Originality/value

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

Details

International Journal of Educational Management, vol. 33 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 15 June 2021

Muhammad Saifullah Khalid, Qi Zhanyong and Jannat Bibi

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning

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Abstract

Purpose

This study aims to assess the socio-cognitive transformation and subject knowledge development of international students studying in China's universities with diverse learning environment.

Design/methodology/approach

The data was collected through on-line survey and quantitative approach was adopted on a Likert scale to assess students' cognitive and social development as a responsible mind-set, ethical awareness, understanding cultural diversity and subject knowledge development. The assessment scale consisted of 25 statements to cover the foundational indicators that represent socio-cognitive transformation. The questionnaire was pilot tested for internal consistency by calculating Cronbach’s alpha. Furthermore, exploratory factor analysis was applied to ensure the traits of the construct intended to measure. A total of 316 participants responded to the survey. With descriptive statistics, X2 of association and Friedman’s two-way analysis of variance by rank was applied to test the hypothesis.

Findings

This study argues that diverse learning environment has positive impact on learners’ socio-cognitive transformation. It enhances students' capability to understand cultural values to accept diversity and awareness about global community issues and also subject knowledge skill development.

Originality/value

In the current century, study abroad programs have increased the mobility of international students, and the role of higher education institutions has become immense, multifaceted and dynamic. Universities are taking a position to play a considerable role in creating learning opportunities for awareness of societal issues and transform social behavior. Studying abroad programs is a growing concept in response to learners' cogitative and socialized transformation. There is an absence of research conducted to explore the impact of a diverse cultural environment on the socio-cognitive transformation of international students. Therefore, the current study focused on exploring the cognitive and societal development of international students studying in China.

Details

European Journal of Training and Development, vol. 46 no. 5/6
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 12 July 2018

Young Hoon Kim, Daniel L. Spears, Elecer E. Vargas-Ortega and Tae-Hee Kim

This paper aims to review the current joint master’s program between two international institutions in the USA and Costa Rica; to identify students’ perceptions and experiences…

Abstract

Purpose

This paper aims to review the current joint master’s program between two international institutions in the USA and Costa Rica; to identify students’ perceptions and experiences with the sustainability house (SH); and to apply these experiences in an effort to improve the practical learning environment for future students.

Design/methodology/approach

In an effort to understand student outcomes provided by the SH, an in-depth literature review on practical learning environments and interview methods were applied. The following open-ended questions were asked in an effort to gather and consolidate student experiences with the SH. What are your experiences in/with SH? Please tell us briefly about your experiences. The language has been adjusted and interviewers answered questions and made clarifications if asked to. Master’s in international sustainable tourism (MIST) program students were selected for this study. Participants’ responses were recorded using the computer-assisted personal interviewing technique.

Findings

The most important characteristic students recognized about the SH is that it “provided us a safe place to fail”. One student described SH as “[…] a safe space where students can gain experiences of learning new processes firsthand without external pressures (e.g., on-the-job training, eventuation, and financial analysis)”. The safety attribute of the SH environment is considered as a comfortable place to learn from other classmates or visitors (mostly volunteers and interns). It is a “real” hospitality and tourism business-learning center, which is a great benefit to the students not only because of its environment but also because of the diversity among student’s educational and professional backgrounds.

Research limitations/implications

The primary limitations of this study need to be addressed. The number of interviews was very limited with one year data which could affect the generalizability of this study. In addition, it was not clearly explained to the student what rubrics and standardized metrics were used during interview process; after interview, students were asked to provide a better way to improve the research outcomes. For further studies, it is strongly recommended to provide the direction to make sure it applies to the conditions that are prevalent in the existing site to be examined.

Practical implications

Both strategies that link the SH to this MIST program have significant merit. Students implementing best practices in the courses have clearly identified the challenges of implementation, but all agree that there is tremendous value in the experiences they have received during their studies. Furthermore, using the SH as an engagement tool has motivated students to consciously interactive and collaborative in a more proactive manner.

Originality/value

This unique experience and operational competency at the SH provides participants with an in-depth understanding of the context and challenges of sustainability but needs to be detailed and promoted more in the future. The SH is facilitating a learning environment among not only students but also faculty and staff. The results clearly indicated that the SH has influenced sustainable behaviors by promoting interactive engagement.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 5 August 2014

Allison Ringer, Michael Volkov and Kerrie Bridson

The purpose of this paper is to investigate the role Australian University marketing students’ cultural backgrounds play in their learning and their perceptions of assessment and…

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Abstract

Purpose

The purpose of this paper is to investigate the role Australian University marketing students’ cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population.

Design/methodology/approach

The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students.

Findings

Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort.

Research limitations/implications

The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions.

Practical implications

The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level.

Originality/value

This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

Details

Education + Training, vol. 56 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 6 June 2017

Wise Mainga

The purpose of this paper is to use survey data to rank the relative importance of perceived factors that inhibit the transfer of knowledge across projects and examine the…

5046

Abstract

Purpose

The purpose of this paper is to use survey data to rank the relative importance of perceived factors that inhibit the transfer of knowledge across projects and examine the statistical relationship between various “higher order” dimensions of project management competencies and project efficiency among a sample of project-based firms (PBFs).

Design/methodology/approach

The research philosophical approach adopted was post-positivism, a half-way house between positivism and phenomenological approaches. The author used a largely structured survey questionnaire with an inclusion of few open-ended items. The survey data collected were largely based on the “perceptions” of mostly experienced project management practitioners, whose perspectives on project processes and performance are likely to be more dependable. Because of budget limitations, a total of 260 questionnaires were mailed to randomly selected PBFs (with an enclosed self-addressed and stamped return envelope). Of the 260 questionnaires sent to PBFs, 58 questionnaires were returned, representing a return rate of just over 22 percent.

Findings

Results indicate that “high time pressures towards the end of the project,” “too much focus on short-term project deliverables,” and “fear of negative sanctions when disclosing project mistakes” were three top-ranked factors that inhibited knowledge transfer across projects. Some “higher order” project management competencies like “dynamic competencies” have relatively a greater impact on predicting project efficiency. Dynamic competencies will only continue to increase in importance as today’s project environments are characterized as continuously evolving, turbulent, and complex and require the need to be effective in dealing with various uncertainties. Once included in the regression equation, the “ownership variable” dominates all other explanatory variables in predicting project efficiency among a sample of PBFs in the United Arab Emirates (UAE), most likely driven by the project management competencies of multinational corporations (MNCs). However, the project efficiency of state-owned PBFs did not differ significantly from that of “international firms that were not MNCs.” Specific conditions may have led to such an outcome. The author shows that enhancing project efficiency requires the reinforcement of multiple but specific factors.

Research limitations/implications

As the study was largely conducted on a limited budget and time frame, the author was not able to employ a multi-method approach. The inclusion of a few case studies would have facilitated triangulation of the current findings. In addition, the study captures “perceptions” and practical experiences of project management practitioners. Future studies could possibly develop what may be seen as “objective” measures of project learning and project management competencies. A larger survey supported by a larger budget would be one option in which some of the findings could be tested across PBFs located in different sectors and countries.

Practical implications

The author argues that the creation of a client-led “no-blame culture” within PBFs can ensure the development of a “safe” environment in which project team members can acknowledge project mistakes without the fear or danger(s) that may come with such admission. This may require changes in project organizational culture that reduces power distance, lowers sensitivity to hierarchal power relations, enhances team building efforts, and fosters a “learning climate” that tolerates “trial and error” experimentation. It may also require strengthening clients’ specific capabilities. Such change may require time and patience but could take advantage of “positive” aspects of participatory practices, personal relationships, and consensus decision-making approach that is prevalent in the UAE culture. One managerial implication points to the need to tailor scarce resources in building up multi-dimensional “higher order” competencies like “dynamic competencies” that have a relatively higher significant impact on enhancing project efficiency. Linking MNCs with local PBFs as collaborative mega project delivery partners may lead to enhancing project management competencies of the latter, conditional on their absorptive capacity.

Originality/value

The contribution of the paper is in providing survey-based empirical evidence that goes beyond case studies to highlight the importance of enhancing “higher order” project management competencies, such as “dynamic competencies,” that have a stronger predictive power of project efficiency in PBFs. The study also ranks the relative importance of various factors that inhibit the transfer of new knowledge across projects. To the author’s knowledge, this is the first study that has demonstrated the statistical relationship between “higher order” project management competencies and project efficiency. Project efficiency is a multi-faceted construct. Its strengthening is determined by a configuration of multiple but specific factors. A more “nuanced” understanding of the relationship between project management competencies and project efficiency in a particular context may be required.

Details

International Journal of Managing Projects in Business, vol. 10 no. 3
Type: Research Article
ISSN: 1753-8378

Keywords

Book part
Publication date: 22 August 2022

Byron A. Brown

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global…

Abstract

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Book part
Publication date: 22 November 2018

Anja P. Schmitz and Jan Foelsing

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking…

Abstract

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

Book part
Publication date: 5 February 2018

Yusuke Sakurai and Kirsi Pyhältö

Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly…

Abstract

Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly, creating an engaging learning environment for higher education students is among the most pressing issues currently facing universities. This essay first summarises authors’ research perspectives focussing on international students’ engagement in university studies. The authors especially have attempted to understand to what extent international students from different backgrounds engage in their studies and whether the impacts of factors in students’ learning environment on their academic engagement vary between different international student cohorts. Second, we introduce three emerging perspectives: students’ academic engagement in relation to their future self-visions, doctoral education and short-term study abroad programs, which are all closely tied with international education. Third, the essay proposes several gaps in the literature that the authors find important for future investigation to contribute to students’ academic engagement in globalising higher educational institutions.

Details

Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

Keywords

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