Developing Cultural Capability in International Higher Education

Trahar, Sheila

doi:10.4324/9780203834008

Cited by 34 publications

(34 citation statements)

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“…The most common method used to explore the PhD student experience since 2006 has been interviews [1,13,19,21,23,26,31,36,37]. Other methods included questionnaires [7,10,27,41], focus groups [13,41], workshops [41], letters [36], supervisory dialogues [41] and logs [12,17].…”

Section: Approaches and Methodsmentioning

confidence: 99%

“…Other methods included questionnaires [7,10,27,41], focus groups [13,41], workshops [41], letters [36], supervisory dialogues [41] and logs [12,17]. In Jazvac-Martek et al [17] research, data were collected through multiple methods: in situ progress logs (both openended and multiple-choice items) collected from PhD students monthly over a two-and-a-half year period, recorded discussions between students and supervisors, electronic surveys, interviews and focus groups.…”

Section: Approaches and Methodsmentioning

confidence: 99%

“…The most visible difference has been noticed in the amount of research carried out in the area of internationalisation and the experience of international students [18,23,[35][36][37]41], arguably the area which was seldom researched before 2006 as noted in the thesis by Carenas [3] who studied the impact of a British education on international students' identities, and in the introduction to her 2007 update of the SRHE Guide Supervising International Research Students originally published in 1997 by Okorocha, based on her own doctoral study [25]. The internationalisation of higher education tends to be theorised in the literature at the organisational, strategic level and/or tends to focus on the growing numbers of 'international students'; there are very few comprehensive investigations of the postgraduate student experience, especially interactions between international students and academics [2].…”

Section: Contentmentioning

confidence: 99%

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Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

John

Denicolo

2013

Springer Science Reviews

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In 2006, the Higher Education Academy (HEA) published a review document which identified a need for research on how postgraduate researchers experience studying for a doctorate. This review sought evidence of such research development in the intervening years. Following a brief exploration of the historical context that led to the writing of HEA document, an overview of its findings is presented as a prelude to an analysis and synopsis of the publications that address the key issues identified. One of the main conclusions is that, in addition to those of other key stakeholders (including government, the Research and Funding Councils, and deans and supervisors in universities), a stronger student voice has been provided by a number of the new studies on postgraduate education. However, the number of studies carried out in the specific area of doctoral research student experience is rather underwhelming, even unsatisfactory in relation to fulfilling the needs of postgraduate education in a context in which governments have begun to see research as a main driver of the economy. This paper will recognise this in the methodology and summary of recommendations as well as noting further research gaps in the current post 2006 literature on doctoral student experience; celebrate those contributions currently being made by doctoral students themselves to this enquiry field; and make some recommendations for further relevant enquiry.

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Section: Approaches and Methodsmentioning

confidence: 99%

Section: Approaches and Methodsmentioning

confidence: 99%

Section: Contentmentioning

confidence: 99%

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Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

John

Denicolo

2013

Springer Science Reviews

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“…As shown thus far, research in the past 20 years documents that the rapidly intensifying international education market (e.g. Altbach, 2016;Knight, 2012;Marginson & Sawir, 2011;Ninnes & Hellstén, 2005) and swift technological advances have imposed unprecedented pedagogical demands on the scholarship on internationalisation (Hellstén & Reid, 2008;Trahar, 2011). Concurrently, there is anxiety about lowering academic standards endangered by a perceived fragmentation in and of the field.…”

Section: Internationalisation Of Higher Education Researchmentioning

confidence: 99%

Internationalising Nordic higher education: comparing the imagined with actual worlds of international scholar-practitioners

Hellstén

2018

NJCIE

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This comparative case study addresses a timely issue engaging researchers involved in the internationalisation of Nordic Higher Education, in the context of Sweden and Finland. The study examines a hypothetical imaginary in the transition between university international policy statements and their understandings from the position of a globalised episteme. The investigation forms a tag-project as part of a funded large international research project examining ethical internationalism in times of global crises, involving a partnership between more than twenty higher education institutions in excess of ten countries across five continents. The data was collected using a mixed-methods design, whilst being controlled across the matched data collection period in 2013-2014. Data consisted of policy texts, surveys and interviews. The current research inquiry reports on a within and across comparative analyses of certain policy texts and follow-up interviews with university management. The results yield logical support for a global higher education imaginary driving internationalisation in ways which reveal paradoxical associations between the imagined and the real worlds of international scholar-practitioners.

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“…Training to be a counsellor, reflecting and reflexivity became second nature to me. I imbibed -without question -these notions, but I have since also critiqued the concept of reflexivity, recognising that it is yet another discourse that is steeped in Eurocentric ideas (Trahar, 2011). Espino et al (2010), in writing about their experiences as 'Latina doctoral recipients', discuss how the 'multiple strands of our identities collided with institutional cultures' (p. 804), using testimonio -testimonial narratives -to retell their educational journeys.…”

Section: Taking a Risk?mentioning

confidence: 99%

Autoethnographic Journeys in Learning and Teaching in Higher Education

Trahar

2013

European Educational Research Journal

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In this article, the author describes how the methodological approach of autoethnography enabled her to interrogate the philosophical underpinnings of the learning and teaching practices that she espoused as a university academic. This critical questioning was provoked through her interactions with postgraduate students from a range of contexts and academic traditions in a School of Education in a university in the United Kingdom. Through personal reflections and conversations with her 'selves' on her teaching and on her supervisory relationships with doctoral researchers, the author strives to show how she reduced her reliance on familiar ideas and changed the shape of her teaching through questioning her 'selves', beliefs and values. The value of autoethnography in enabling this critical exploration when working in an international European higher education context is highlighted. An aim is to encourage greater use of this methodological approach in European higher education research to enable greater sensitivity to our diverse constituencies. Scene 1. A Conversation with Myself (selves) about Critical Thinking'Your writing would have more academic authority if you were to substantiate your anecdotal claims by making more consistent reference to previous research'. I flush with embarrassment as I re-read the words I have written on the feedback form for his assignment. I have a responsibility to give him this feedback. It will help him to develop his writing so that it is commensurate with the expectations of postgraduate level work. Good academic writing demonstrates a balance between consideration of the words and ideas of others and critical reflection on the extent to which they apply -or not -in one's own context and experience. It also necessitates the ability to question and challenge existing knowledge and the social order. But, I also believe that anecdote has a place in academic writing, in that it can generate new knowledge 'by insisting on the ... moment, as the site of productive thinking' (Gallop, 2002, p. 5). Each of these positions is mediated by a set of beliefs and values about what constitutes academic practice. The first one is a tradition that is privileged in my United Kingdom (UK) context and one with which many readers, in particular those in other European contexts, will be familiar. It is, however, an academic practice that is much less favoured in other parts of the world, in particular those where writers prefer consensus to dissension. The 'critical thinking', to which I attach so much importance, is 'inspired by Marxist tradition and based on the use of reason to examine historical and social realities to uncover hidden forms of domination and exploitation ' (Vandermensbrugghe, 2004, p. 419).'But', I asked myself, 'isn't he doing a degree with a British university? Surely that means he should adhere to our academic traditions?'.'Should he?'. 'Are those academic traditions considered to be so superior? Do we know what our "academic traditions" are and, if we do, why we con...

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Developing Cultural Capability in International Higher Education

Cited by 34 publications

References 0 publications

Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK)

Internationalising Nordic higher education: comparing the imagined with actual worlds of international scholar-practitioners

Autoethnographic Journeys in Learning and Teaching in Higher Education

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