This experimental study investigates the impact of project-based learning (PjBL) on students' capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs). This study adopted a two-group experimental design comprising an experimental group, which received PjBL pedagogy, and a control group, which received traditional pedagogy. Of the 113 tenth graders from an agricultural and industrial vocational high school in central Taiwan, 55 were assigned to the experimental group, and 58 were assigned to the control group. The data were collected over one semester using scales to measure critical thinking, communication, creativity, and collaboration. Data were then analyzed using descriptive statistics, including distribution frequencies, percentages, mean values, standard deviations, and inferential statistics, including ANCOVA. The results revealed that the experimental group acquired significantly higher scores on the 4C scales than the control group, indicating that PjBL pedagogy is more effective than traditional pedagogy at improving students' 4C abilities. The experimental group students' post-test scores of 4C capacities were significantly higher than their pre-test scores, showing a significant enhancement in their 4C capabilities after receiving PjBL pedagogy. The study confirmed that PjBL pedagogy had a highly positive effect on students' 4C capacities.
{"title":"An Experimental Study of the Impact of Project-based Learning on Senior High Students’ 4C Abilities","authors":"Su-ching Lin","doi":"10.5296/jse.v13i2.20902","DOIUrl":"https://doi.org/10.5296/jse.v13i2.20902","url":null,"abstract":"This experimental study investigates the impact of project-based learning (PjBL) on students' capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs). This study adopted a two-group experimental design comprising an experimental group, which received PjBL pedagogy, and a control group, which received traditional pedagogy. Of the 113 tenth graders from an agricultural and industrial vocational high school in central Taiwan, 55 were assigned to the experimental group, and 58 were assigned to the control group. The data were collected over one semester using scales to measure critical thinking, communication, creativity, and collaboration. Data were then analyzed using descriptive statistics, including distribution frequencies, percentages, mean values, standard deviations, and inferential statistics, including ANCOVA. The results revealed that the experimental group acquired significantly higher scores on the 4C scales than the control group, indicating that PjBL pedagogy is more effective than traditional pedagogy at improving students' 4C abilities. The experimental group students' post-test scores of 4C capacities were significantly higher than their pre-test scores, showing a significant enhancement in their 4C capabilities after receiving PjBL pedagogy. The study confirmed that PjBL pedagogy had a highly positive effect on students' 4C capacities.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"150 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83948618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1177/10283153231172022
A. Calderon
Higher education institutions (HEIs) have long embraced a path towards sustainability and engaged in supporting sustainable development. The adoption of the sustainability development goals has forced HEIs to assess how they engage with these goals and how they address societal challenges head on. However, the emergence of sustainability rankings is when HEIs began to focus on promoting these institutional efforts in earnest. The aim of this article is to put in perspective the various sustainability rankings which have emerged over the past fifteen years, discuss some of the methodological nuances of these, and highlight the disparity in performance of HEIs across world regions. This article also suggests some ways in which these rankings can be improved and ways in which the administrative burden of supplying and analysing data can be strengthened.
{"title":"Sustainability Rankings: What they are About and How to make them Meaningful","authors":"A. Calderon","doi":"10.1177/10283153231172022","DOIUrl":"https://doi.org/10.1177/10283153231172022","url":null,"abstract":"Higher education institutions (HEIs) have long embraced a path towards sustainability and engaged in supporting sustainable development. The adoption of the sustainability development goals has forced HEIs to assess how they engage with these goals and how they address societal challenges head on. However, the emergence of sustainability rankings is when HEIs began to focus on promoting these institutional efforts in earnest. The aim of this article is to put in perspective the various sustainability rankings which have emerged over the past fifteen years, discuss some of the methodological nuances of these, and highlight the disparity in performance of HEIs across world regions. This article also suggests some ways in which these rankings can be improved and ways in which the administrative burden of supplying and analysing data can be strengthened.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"674 - 692"},"PeriodicalIF":2.4,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44519761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1177/10283153231164842
Linqi Chen, Lilan Chen
The study is devoted to investigating the turnover intentions of international academics at Japanese universities. Semi-structured interviews were conducted with 40 full-time international academics in Japan. The interview data were coded and analyzed through an inductive process based on a four-stage procedure. The study suggests that although many international academics perceived themselves as tokenized symbols, stimulated by the determinants ranging in the dimensions of ease of movement, internal environmental factors, and external environmental factors, the majority of international academics were more inclined to remain in Japan. The study fills in the research gap regarding international academics’ turnover intentions, it also challenges and enriches Matier’s (1990) claim, highlighting that only when faculty members perceived ease of mobility and high internal and external environmental benefits, would they terminate their employment. Implications for policymakers, scholars and university administrators are offered for future studies and institutional practices.
{"title":"To Stay or to Leave: The Turnover Intentions of International Academics at Japanese Universities","authors":"Linqi Chen, Lilan Chen","doi":"10.1177/10283153231164842","DOIUrl":"https://doi.org/10.1177/10283153231164842","url":null,"abstract":"The study is devoted to investigating the turnover intentions of international academics at Japanese universities. Semi-structured interviews were conducted with 40 full-time international academics in Japan. The interview data were coded and analyzed through an inductive process based on a four-stage procedure. The study suggests that although many international academics perceived themselves as tokenized symbols, stimulated by the determinants ranging in the dimensions of ease of movement, internal environmental factors, and external environmental factors, the majority of international academics were more inclined to remain in Japan. The study fills in the research gap regarding international academics’ turnover intentions, it also challenges and enriches Matier’s (1990) claim, highlighting that only when faculty members perceived ease of mobility and high internal and external environmental benefits, would they terminate their employment. Implications for policymakers, scholars and university administrators are offered for future studies and institutional practices.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41870555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1177/10283153231164843
T. McCowan
Internationalisation of higher education has diverging implications for climate change, on the one hand entailing greenhouse gas emissions through mobility, but also contributing to climate action through international collaboration. These apparent contradictions and resulting trade-offs present significant challenges to universities. This paper puts forward a framework for understanding the combination of impacts, the interactions between them and implications for the climate crisis. It distinguishes between three dimensions of internationalisation: actors (movements of students and staff), practices (integration of the international into curriculum and research) and influence (the global reach of the various impacts of the university). Internationalisation in these three dimensions can have positive or negative implications for climate action and sustainability, through direct impacts (greenhouse gas emissions) and indirect ones (changes in individuals, societal structures, knowledge and technologies). Implications are drawn out for the actions and strategies of universities, as well as for the global system of higher education.
{"title":"Internationalisation and Climate Impacts of Higher Education: Towards an Analytical Framework","authors":"T. McCowan","doi":"10.1177/10283153231164843","DOIUrl":"https://doi.org/10.1177/10283153231164843","url":null,"abstract":"Internationalisation of higher education has diverging implications for climate change, on the one hand entailing greenhouse gas emissions through mobility, but also contributing to climate action through international collaboration. These apparent contradictions and resulting trade-offs present significant challenges to universities. This paper puts forward a framework for understanding the combination of impacts, the interactions between them and implications for the climate crisis. It distinguishes between three dimensions of internationalisation: actors (movements of students and staff), practices (integration of the international into curriculum and research) and influence (the global reach of the various impacts of the university). Internationalisation in these three dimensions can have positive or negative implications for climate action and sustainability, through direct impacts (greenhouse gas emissions) and indirect ones (changes in individuals, societal structures, knowledge and technologies). Implications are drawn out for the actions and strategies of universities, as well as for the global system of higher education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"567 - 585"},"PeriodicalIF":2.4,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mainstreaming instructional materials in Early Childhood Education (ECE) is of paramount importance in the teaching and learning process. The purpose of this research was aimed at discovering how availability of instructional materials influences participation rates, an aspect of internal efficiency. The study was guided by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled; in addition to 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers. Data for the study was collected through the use of questionnaires and documentary analysis guide. SPSS and Pearson correlation was used to analyse data and results were presented in percentages, frequencies, means, and standard deviations. Data analysed revealed that there was a positive correlation between ECE instructional materials and internal efficiency in public primary schools (r = .703, n = 37, p< .01). The study concluded that there is a positive correlation between ECE instructional materials and children’s participation rates. Therefore, there is need for headteachers in collaboration with the county government and parents to avail adequate instructional materials to enhance children’s participation rates.
幼儿教育教材主流化在教与学的过程中是至关重要的。本研究的目的在于发现教学材料的可得性如何影响参与率，这是内部效率的一个方面。本研究以相关设计为指导，采用分层和简单随机抽样技术。调查共抽样了39所公立小学;此外，还有39名小学校长和156名小学教师，以及39名欧洲经委会教师。本研究的数据收集采用问卷调查和文献分析指南。使用SPSS和Pearson相关分析数据，结果以百分比、频率、平均值和标准差表示。数据分析显示，公立小学ECE教材与内部效率呈正相关(r = 0.703, n = 37, p< 0.01)。研究的结论是，欧洲经委会教学材料与儿童参与率之间存在正相关关系。因此，校长需要与县政府和家长合作，利用充足的教学材料来提高儿童的参与率。
{"title":"Mainstreaming Instructional Materials for Early Childhood Education and its Influence on Children’s Participation Rates in Public Primary Schools in Embu County, Kenya","authors":"Anastasia Kamwitha Muthanje","doi":"10.5296/jse.v13i2.20767","DOIUrl":"https://doi.org/10.5296/jse.v13i2.20767","url":null,"abstract":"Mainstreaming instructional materials in Early Childhood Education (ECE) is of paramount importance in the teaching and learning process. The purpose of this research was aimed at discovering how availability of instructional materials influences participation rates, an aspect of internal efficiency. The study was guided by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled; in addition to 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers. Data for the study was collected through the use of questionnaires and documentary analysis guide. SPSS and Pearson correlation was used to analyse data and results were presented in percentages, frequencies, means, and standard deviations. Data analysed revealed that there was a positive correlation between ECE instructional materials and internal efficiency in public primary schools (r = .703, n = 37, p< .01). The study concluded that there is a positive correlation between ECE instructional materials and children’s participation rates. Therefore, there is need for headteachers in collaboration with the county government and parents to avail adequate instructional materials to enhance children’s participation rates.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"45 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85762305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Cárdenas, Valeria Eraso Ibarra, Daniela Velásquez Villarreal
The purpose of this article is to highlight the importance of implementing AR (Augmented Reality) inside the EFL (English as a Foreign Language) classroom and how this digital tool can assist teachers to make their classes more meaningful and interactive. Thus, 46 articles were reviewed and it led to analyze and identify some strengths and usefulness of using augmented reality for educational purposes. This review revealed that AR has a positive effect among teachers and students when providing information, promoting constant interaction and autonomy, engaging students into the topic, working on the different skills of the language, and facilitating the learning and teaching process. Finally, this article demonstrates that the advantages of using AR outweighed the disadvantages since teachers can make their classes more student-centered, and enjoyable while students become more independent, and motivated.
{"title":"Augmented Reality: A Digital Tool to Explore an Enjoyable Way of Learning in EFL Classrooms","authors":"A. Cárdenas, Valeria Eraso Ibarra, Daniela Velásquez Villarreal","doi":"10.5296/jse.v13i2.20731","DOIUrl":"https://doi.org/10.5296/jse.v13i2.20731","url":null,"abstract":"The purpose of this article is to highlight the importance of implementing AR (Augmented Reality) inside the EFL (English as a Foreign Language) classroom and how this digital tool can assist teachers to make their classes more meaningful and interactive. Thus, 46 articles were reviewed and it led to analyze and identify some strengths and usefulness of using augmented reality for educational purposes. This review revealed that AR has a positive effect among teachers and students when providing information, promoting constant interaction and autonomy, engaging students into the topic, working on the different skills of the language, and facilitating the learning and teaching process. Finally, this article demonstrates that the advantages of using AR outweighed the disadvantages since teachers can make their classes more student-centered, and enjoyable while students become more independent, and motivated. ","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"112 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86216622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because of the coronavirus pandemic and its consequences, distance education and, in particular, "Online Education" (OE) was used in the educational systems of many countries, as in Greece. The main objective of this application was to keep students in touch with the educational reality, but also with the teaching and learning process. On this basis, the purpose of this study is to investigate the attitudes and opinions of Greek Primary Education teachers and Secondary Education teachers' philologists regarding the implementation of the proposed methods of teaching language courses in the use of OE. Seven hundred and thirty-four teachers constituted the sample of the study. A structured questionnaire was used to carry out the research and collect the data and the main findings of the research can be summarized as follows: the teachers' attitudes and opinions regarding the correlation of the proposed teaching methods in the Curriculum - such as the possibility for all students to produce various types of spoken and written language and the units designed for the cultivation of literacy to have the form of an action plan (project), etc. - with the use of OE are approximately neutral, namely neither positive nor negative.
{"title":"The Implementation of the Proposed Teaching Methods in the Curricula of Language Courses during the Use of Online Teaching in the Period of Covid-19: Opinions and Attitudes of Greek Teachers","authors":"Filippos Evangelou, Ioannis Fykaris","doi":"10.5296/jse.v13i2.20737","DOIUrl":"https://doi.org/10.5296/jse.v13i2.20737","url":null,"abstract":"Because of the coronavirus pandemic and its consequences, distance education and, in particular, \"Online Education\" (OE) was used in the educational systems of many countries, as in Greece. The main objective of this application was to keep students in touch with the educational reality, but also with the teaching and learning process. On this basis, the purpose of this study is to investigate the attitudes and opinions of Greek Primary Education teachers and Secondary Education teachers' philologists regarding the implementation of the proposed methods of teaching language courses in the use of OE. Seven hundred and thirty-four teachers constituted the sample of the study. A structured questionnaire was used to carry out the research and collect the data and the main findings of the research can be summarized as follows: the teachers' attitudes and opinions regarding the correlation of the proposed teaching methods in the Curriculum - such as the possibility for all students to produce various types of spoken and written language and the units designed for the cultivation of literacy to have the form of an action plan (project), etc. - with the use of OE are approximately neutral, namely neither positive nor negative.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"18 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89737375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article discusses the contribution of pedagogical proposals by the High/Scope Foundation and by Portuguese Modern School Association (M.E.M.) for the implementation of Differentiated Pedagogy.Although Portugal has, since 2001, a law that apply the flexible curriculum approach, it is urgent that schools are "effectively for all".The pedagogical models most well-known in Portugal are the High/Scope model and the M.E.M. model (Gomes, 2011).We made an exhaustive analysis of the principles underlying the Differentiated Pedagogy and the principles and proposals of those models.Then, with the case studies made simultaneously, into the classrooms where the models are implemented, we debate the congruence with the respective theoretical lines and the principles of Differentiated Pedagogy.Both models are according of Differentiated Pedagogy theory and can be an excellent contribution to the quality of the way we want to tread, so that "the front of the school mitigate inequalities and simultaneously so that the level of education rises" (Perrenoud, 2000, p 19).
{"title":"The Activities Organization in Differentiated Pedagogy: proposals of pedagogical models High/Scope and Portuguese Modern School Movement","authors":"Mário Henrique Gomes","doi":"10.5296/jse.v13i1.20733","DOIUrl":"https://doi.org/10.5296/jse.v13i1.20733","url":null,"abstract":"The article discusses the contribution of pedagogical proposals by the High/Scope Foundation and by Portuguese Modern School Association (M.E.M.) for the implementation of Differentiated Pedagogy.Although Portugal has, since 2001, a law that apply the flexible curriculum approach, it is urgent that schools are \"effectively for all\".The pedagogical models most well-known in Portugal are the High/Scope model and the M.E.M. model (Gomes, 2011).We made an exhaustive analysis of the principles underlying the Differentiated Pedagogy and the principles and proposals of those models.Then, with the case studies made simultaneously, into the classrooms where the models are implemented, we debate the congruence with the respective theoretical lines and the principles of Differentiated Pedagogy.Both models are according of Differentiated Pedagogy theory and can be an excellent contribution to the quality of the way we want to tread, so that \"the front of the school mitigate inequalities and simultaneously so that the level of education rises\" (Perrenoud, 2000, p 19).","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"25 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88942358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper has been to reflect on the design and implementation of the four-term ETEP teacher education program that was introduced in Faculties of Education across Ontario in 2017 to reflect the legislation that mandated a longer teacher preparation experience through Ontario Regulation 347/02 (as revised Dec. 1, 2014 - Aug. 31, 2015). Predictably each program across the province proceeded with different program structures within the mandated framework, addressed special features of their program differently, and incorporated different features into the resulting program. In this paper, we explore how rushed implementation resulted in gaps in design and implementation of a program; we examined these gaps and circumstances that led to them in the context of historical labour disruption, and structural changes in the management of the university. These gaps are attributed to a variety of factors. The major contribution of this paper includes a series of models for curriculum design and implementation specific to the design of the ETEP, but useful for curriculum design and implementation in any context. We propose that opportunities to re-engage in the program design process in a fulsome, visionary way to take advantage of the input we have had from faculty, teacher candidates, and associate teachers over the first years of the new approach to teacher certification in the province should be considered.
{"title":"From Curriculum Design to Program Implementation: Filling in the Gaps","authors":"Nancy Maynes, B. Hatt, Jennifer Straub","doi":"10.5296/jse.v13i1.20721","DOIUrl":"https://doi.org/10.5296/jse.v13i1.20721","url":null,"abstract":"The purpose of this paper has been to reflect on the design and implementation of the four-term ETEP teacher education program that was introduced in Faculties of Education across Ontario in 2017 to reflect the legislation that mandated a longer teacher preparation experience through Ontario Regulation 347/02 (as revised Dec. 1, 2014 - Aug. 31, 2015). Predictably each program across the province proceeded with different program structures within the mandated framework, addressed special features of their program differently, and incorporated different features into the resulting program. In this paper, we explore how rushed implementation resulted in gaps in design and implementation of a program; we examined these gaps and circumstances that led to them in the context of historical labour disruption, and structural changes in the management of the university. These gaps are attributed to a variety of factors. The major contribution of this paper includes a series of models for curriculum design and implementation specific to the design of the ETEP, but useful for curriculum design and implementation in any context. We propose that opportunities to re-engage in the program design process in a fulsome, visionary way to take advantage of the input we have had from faculty, teacher candidates, and associate teachers over the first years of the new approach to teacher certification in the province should be considered.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"246 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75100972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/10283153211070112
Rachael H Merola, Robert J Coelen, W H A Hofman, Ellen P W A Jansen
This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).
{"title":"Through the Looking Glass: How the COVID-19 Pandemic Changed International Branch Campuses' Academic Experience and Home Campus Relationship.","authors":"Rachael H Merola, Robert J Coelen, W H A Hofman, Ellen P W A Jansen","doi":"10.1177/10283153211070112","DOIUrl":"10.1177/10283153211070112","url":null,"abstract":"<p><p>This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).</p>","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"3-20"},"PeriodicalIF":2.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9805922/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9231290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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