Addressing Student Challenges in Transnational Education in Oman: The Importance of Student Interaction with Teaching Staff and Peers

Autor/inn/en	van der Rijst, Roeland M.; Lamers, Antonia M.; Admiraal, Wilfried F.
Titel	Addressing Student Challenges in Transnational Education in Oman: The Importance of Student Interaction with Teaching Staff and Peers
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 7, S.1189-1205 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Rijst, Roeland M.) ORCID (Admiraal, Wilfried F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.2017768
Schlagwörter	Foreign Countries; Study Abroad; Barriers; College Students; Student Attitudes; Adjustment (to Environment); Cultural Differences; Academic Language; Writing (Composition); English (Second Language); Language Proficiency; Oman; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; Collegestudent; Schülerverhalten; Kultureller Unterschied; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Großbritannien
Abstract	Transnational education is rather common in the Gulf Cooperation Council (GCC) countries, with among the highest TNE enrolments of any region worldwide. Approximately a third of the Omani students in higher education are registered in programmes offered transnationally, and a UK university is the main provider. The aim of this study was to identify the challenges that Omani students perceive when studying in transnational education by means of a survey and in-depth follow-up interviews. The findings show that challenges relate mainly to students' adaptation to transnational higher education pedagogies, the challenges of academic writing, and challenges related to the international or UK culture of the programme. It argues in favour of widening the definition of contextualisation from simply including local examples to a pedagogical approach in TNE that supports students in dealing with their challenges in the TNE contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01