Trans-knowledge? Geography, Mobility, and Knowledge in Transnational Education

Waters, Johanna; Leung, Maggi W.H.

doi:10.1007/978-3-319-44654-7_14

Cited by 18 publications

(10 citation statements)

References 19 publications

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“…However, most studies on transnational university cooperation are in the field of internationalization of higher education, which is primarily concerned with the teaching and research missions of universities [52,53] or with the mobility of knowledge from the perspective of human geography [54]. The studies on international graduate employability e.g., [55,56] are closest to addressing the relevance of international higher education to industry in a global context.…”

Section: Universities' Third Missionmentioning

confidence: 99%

Building University-Industry Co-Innovation Networks in Transnational Innovation Ecosystems: Towards a Transdisciplinary Approach of Integrating Social Sciences and Artificial Intelligence

2019

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This paper presents a potential solution to fill a gap in both research and practice that there are few interactions between transnational industry cooperation (TIC) and transnational university cooperation (TUC) in transnational innovation ecosystems. To strengthen the synergies between TIC and TUC for innovation, the first step is to match suitable industrial firms from two countries for collaboration through their common connections to transnational university/academic partnerships. Our proposed matching solution is based on the integration of social science theories and specific artificial intelligence (AI) techniques. While the insights of social sciences, e.g., innovation studies and social network theory, have potential to answer the question of why TIC and TUC should be looked at as synergetic entities with elaborated conceptualization, the method of machine learning, as one specific technic off AI, can help answer the question of how to realize that synergy. On the way towards a transdisciplinary approach to TIC and TUC synergy building, or creating transnational university-industry co-innovation networks, the paper takes an initial step by examining what the supports and gaps of existing studies on the topic are, and using the context of EU–China science, technology and innovation cooperation as a testbed. This is followed by the introduction of our proposed approach and our suggestions for future research.

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Section: Universities' Third Missionmentioning

confidence: 99%

Building University-Industry Co-Innovation Networks in Transnational Innovation Ecosystems: Towards a Transdisciplinary Approach of Integrating Social Sciences and Artificial Intelligence

2019

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“…While homegrown programmes are assumed to use a highly traditional leadership approach, the TNE programme may use a more distributed leadership approach aligned with the overseas partners. This alignment evidences the transfer of knowledge and practice; in this case, leadership practice, as one of the consequences of TNE, had indeed taken place (Waters & Leung, 2017).…”

Section: Leaders and Distributed Leadership In Higher Educationmentioning

confidence: 69%

Transnational Education Programme Leadership in Four Business Schools in Malaysia

Fernandez-Chung

Smith

2023

IJES

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A general understanding among colleagues working at private higher education institutions in Malaysia is that homegrown programmes are led differently from Transnational Education (TNE) programmes. It is generally accepted that TNE programmes have a more vibrant culture of distributed leadership, as the leadership style mirrors the practice in the home universities. The mixed method study investigated the phenomenon by comparing the prevalence of distributed leadership in four private universities offering homegrown and TNE business programmes using the Edvantia Shared Leadership Continuum. The finding showed that distributed leadership practice was considerably lower in the TNE than in the homegrown programmes in all four universities. Leaders in all four universities were less inclined to practice distributed leadership as there were greater reputational and financial risks in TNE programmes. As a result, a higher level of oversight is required to maintain good relationships, successful partnerships, and profitability.

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“…By examining the perspective of UK home students on their teaching and learning experience provided by international migrant academics and UK colleagues, our empirical analysis links to debates about the reinforcement and changing of values through encounter (e.g., Valentine 2008;Wilson 2017), and the wider research agenda outlined by Alberts (2008, 198) about 'foreignness as a teaching resource.' For example, ambivalent outcomes of international academics teaching home students have been revealed by Waters and Leung (2017). They found that flying faculty working in international degree programmes delivered by UK universities in Hong Kong provide a challenge for some of the immobile Hong Kongese home students because of these students' insufficient English language skills, whereas predominantly British case study contexts in lectures and textbooks were not always relevant for future employment in Hong Kong.…”

Section: Interrogating International Encountersmentioning

confidence: 99%

Openness towards diversity? Cultural homophily in student perceptions of teaching and learning provided by international and home academics

Tebbett

Jöns

Hoyler

2020

Globalisation, Societies and Education

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This article contributes new empirical findings and conceptual arguments to topical debates about internationalisation 'at home' through a comparative study on how undergraduate students experience and perceive university learning and teaching by international and home academics. Drawing on survey data from a researchintensive English university, the study shows that most UK home students prefer being taught by home academics, whereas international academics are appreciated for developing intercultural understanding and global outlook. As home students with previous international experiences and BAME backgrounds value international academics more than their less diverse home student peers, we argue that cultural homophily shapes students' experiences, evaluations, and benefits of encounters with international and home academics.

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Trans-knowledge? Geography, Mobility, and Knowledge in Transnational Education

Cited by 18 publications

References 19 publications

Building University-Industry Co-Innovation Networks in Transnational Innovation Ecosystems: Towards a Transdisciplinary Approach of Integrating Social Sciences and Artificial Intelligence

Building University-Industry Co-Innovation Networks in Transnational Innovation Ecosystems: Towards a Transdisciplinary Approach of Integrating Social Sciences and Artificial Intelligence

Transnational Education Programme Leadership in Four Business Schools in Malaysia

Openness towards diversity? Cultural homophily in student perceptions of teaching and learning provided by international and home academics

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