International students in the private VET sector in Melbourne, Australia: rethinking their characteristics and aspirations outside the deficit model

Pasura, Rinos

doi:10.1080/13636820.2015.1022580

Cited by 10 publications

(3 citation statements)

References 12 publications

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“…In the symbiosis (see Fig. 2 ), it becomes clear that neoliberalism and the deregulation of the TVET sectors (Pasura 2015 ) as well as the marketisation of VET practices (Tran and Dempsey 2017 ) lead to incentives to internationalise the VET offers. More and more full-fee-paying learners and organisations are available and the VET providers’ self-perception regarding their businesses can be described as trade and commerce (Pasura 2017 ).…”

Section: Results: Key Feature Services and Strategies Of Tvet Providersmentioning

confidence: 99%

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Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany

Peters

2021

Empirical Res Voc Ed Train

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VET (vocational education and training) is a highly complex, multidimensional worldwide phenomenon with diverse structures. Additionally, very different actors define the functions of a national (or even a regional) VET system. The paper contributes to a better understanding of the policy frameworks and current states of such systems. Therefore, we focus on selected VET systems in order to understand their specifics and thus, their market conditions. A qualitative approach is used to answer the research question regarding which conditions create or support market-based opportunities for the provision of commercial vocational training services. We find that the liberalism and deregulation of the VET sectors, as well as the marketisation of VET practices, lead to incentives to internationalise VET offers. Thinking in terms of skills, the kind of education system does not play a role. This is the case in liberal market-driven VET approaches (here, the UK, the USA and Australia) and is mirrored in the micro-analysis categories of curricula, learning location, content, and learning process.

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Section: Results: Key Feature Services and Strategies Of Tvet Providersmentioning

confidence: 99%

“…In Germany, this is not the case. Here, rather, a holistic and integrated development of knowledge and transferable skills for work and life make up vocational education (in contrast to vocational training ; Pasura 2015 ).…”

Section: Results: Key Feature Services and Strategies Of Tvet Providersmentioning

confidence: 99%

Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany

Peters

2021

Empirical Res Voc Ed Train

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“…The international student contributors themselves also benefited. Conventional perceptions of international students in a main-stream tertiary classroom have been often associated with a deficit model (McCrohon & Nyland, 2018;Montgomery & McDowell, 2009;Pasura, 2015). Arguably, this model is derived from the westerncentric white-dominant colonial pedagogical "power matrix" (Grosfoguel, 2011, p. 7).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography

Li,

Dutton,

Jeffrey

et al. 2024

JUTLP

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The conceptualisation of internationalisation of the curriculum has evolved over the last 30 years. Simultaneously, its contextual foundation has also gradually shifted from being Euro-centric to encompass a broader landscape beyond the Western domain. Therefore, understanding of Internationalisation of the curriculum needs to include practices in these contexts. This special issue hence has invited researchers and practitioners in the field of higher education internationalisation to participate in this conversation. The focus of the discussion is on emerging and alternative understanding and practices of internationalising the curriculum which include incorporating local cultural values and perspectives in the curriculum. This Special Issue features articles that firmly situate the Internationalisation of teaching, learning, and the curriculum in their specific contexts and acknowledge the influence of important contextual factors on the motivations, processes, and outcomes of internationalisation. Closely associated with taking an inclusive lens in understanding internationalisation of the curriculum, we also discuss the inclusivity of communicating research in this field. Specifically, we discuss the challenges encountered by scholars working outside the English-speaking domain to communicate their research with English-speaking research communities. We hence call for support for international academics from the publication outlets. We hope that this Special Issue constitutes a step towards a more diverse and inclusive scholarship in the field of internationalisation in higher education.

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Teacher Professional Development Under the Impact of Internationalization in VET

Trần

Lê

2017

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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International students in the private VET sector in Melbourne, Australia: rethinking their characteristics and aspirations outside the deficit model

Cited by 10 publications

References 12 publications

Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany

Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany

Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography

Teacher Professional Development Under the Impact of Internationalization in VET

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