An Exploratory Study of Student Engagement at Transnational Education Initiatives: Proactive or Apathetic?

Autor/inn/en	Maxwell-Stuart, Rebecca; Huisman, Jeroen
Titel	An Exploratory Study of Student Engagement at Transnational Education Initiatives: Proactive or Apathetic?
Quelle	In: International Journal of Educational Management, 32 (2018) 2, S.298-309 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maxwell-Stuart, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-03-2017-0059
Schlagwörter	Learner Engagement; Higher Education; Student Experience; Phenomenology; International Schools; Models; Quality Assurance; Student Characteristics; Identification (Psychology); Teacher Student Relationship; Foreign Countries; Semi Structured Interviews; United Kingdom (Scotland); India; United Arab Emirates; Singapore + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; International school; Internationale Schule; Analogiemodell; Qualitätssicherung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Indien; Vereinigte Arabische Emirate; Singapur
Abstract	Purpose: Although there is increasing insight in student engagement (SE) in higher education, there is limited insight in how students experience SE in a transnational setting. The purpose of this paper is to explore SE perceptions and transnational experiences. A model, derived from the literature, representing four student identities (consumer, partner, co-creator and citizen) guides the empirical analysis. Design/methodology/approach: Using a phenomenological approach, 18 in-depth interviews were carried out with students (business and management) enroled in transnational education initiatives of three Scottish universities in India, Singapore and the United Arab Emirates. Findings: Students primarily identify the partner and consumer model. Significant levels of apathy were found, not only at the level of the students, but also the staff and the university. Research limitations/implications: Although the study was based on a relatively small sample, it does highlight the impact of the context (external commitments part-time students, "fly in" staff from home campus) on levels of SE. Practical implications: Stressing again that the study was explorative, the key practical message is that ultimately meaningful dialogue on SE between all stakeholders--inside and outside--needs to take place to forestall a vicious circle of apathy that would be detrimental for quality (assurance). Originality/value: This is one of the first papers on SE in a transnational context and offers a solid point of departure for follow-up research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01