Experiences and perceptions of internationalisation in higher education in the UK

Trahar, Sheila; Hyland, Fiona

doi:10.1080/07294360.2011.598452

Cited by 64 publications

(37 citation statements)

References 19 publications

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“…Trahar and Hyland (2011) and Luxon and Pello (2009) both note that little research attention has focused on teaching staff in this regard; the former see IAH as a source of potential dilemmas for educators, while the latter make the case for bottom-up staff-led developments in pedagogic and curriculum thinking.…”

Section: An Internationalised Curriculummentioning

confidence: 99%

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison

2015

Teaching in Higher Education

102

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Section: An Internationalised Curriculummentioning

confidence: 99%

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison

2015

Teaching in Higher Education

102

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“…Participants of a study on experiences and perceptions of internationalisation in UK higher education institutions gave anecdotal evidence of feeling personally rewarded in terms of building new friendships and developing their intercultural competencies (Trahar & Hyland, 2011). Both local and international students are experiencing dissatisfaction with the lack of inter-cultural student interaction occurring in classrooms (Cooper, 2009).…”

Section: Literature Reviewmentioning

confidence: 98%

Self-reported Effects of and Satisfaction with International Student Mobility: A Large-scale Survey among Polish Former Erasmus Students

Bryła

2015

Procedia - Social and Behavioral Sciences

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On the basis of a large-scale online survey, we examined the self-reported effects of and satisfaction with international student mobility among Polish tertiary education students who took part in such mobility 5-6 years before the survey. They emphasised the following benefits: improving their foreign language skills, making international friends, enhancing their intercultural understanding, becoming more mobile, independent, self-confident, and feeling more European (an identity effect). More than 2/3 of our respondents indicated the highest possible level of general satisfaction with their international student mobility and more than 90% of the study subjects did not hesitate to recommend such an experience to their friends. Therefore, promoting the participation of university students in study periods abroad seems both an attractive and a valuable educational technology, at least from the Polish perspective.

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“…Hence to fully appreciate the diversity of student perspectives on international curriculum, it is important to go beyond West-to-East comparisons and draw on accounts of management learners from diverse cultural groups. Methodologically, internationalization research has been dominated by case study approaches, qualitative research methodologies (e.g., in the form of focus groups) (Trahar & Hyland, 2011), and semi-structured interviews (Harrison & Peacock, 2010), which has limited the generalizability of their findings beyond the context in which the data were collected. No comparative cross-cultural studies of international online management learners have been reported to date.…”

Section: Internationalization Of the Online Management Curriculummentioning

confidence: 99%

Internationalization at a Distance

Ramanau

2016

Journal of Management Education

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This paper explores how part-time students in an online international management course perceived various features of the course learning design and whether international perspectives were built into their learning experiences. The focus of the study was on cross-cultural differences across groups of learners in the United Kingdom, in other European countries and in Russia and studying the course in different languages. Using a mixed method approach, the study's results challenge the distinction between "internationalization at home" and "internationalization away" perspectives on curricula, due to growing numbers of students studying online from their home countries. Study participants reported high degrees of engagement with international perspectives, but their experience can be best described as "internationalization at a distance," where traditional campus-based acculturation effects were not observed. The article concludes with a discussion of opportunities for management 2 Internationalization of the Online Management Curriculum educators to develop a "glocal" approach to online course curriculum design, intentionally blending global perspectives with locally-relevant knowledge and managerial skills.

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Experiences and perceptions of internationalisation in higher education in the UK

Cited by 64 publications

References 19 publications

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Self-reported Effects of and Satisfaction with International Student Mobility: A Large-scale Survey among Polish Former Erasmus Students

Internationalization at a Distance

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