Beyond the Degree: Graduate Transitions from a Transnational Campus in Vietnam

Autor/inn/en	Bilsland, Christine; Carter, Leanne; Wood, Leigh
Titel	Beyond the Degree: Graduate Transitions from a Transnational Campus in Vietnam
Quelle	In: Higher Education: The International Journal of Higher Education Research, 80 (2020) 6, S.1103-1120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bilsland, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00533-2
Schlagwörter	Foreign Countries; International Education; Alumni; Stakeholders; Partnerships in Education; Cultural Relevance; English (Second Language); Second Language Learning; Language Proficiency; Employment; Education Work Relationship; Internship Programs; Workplace Learning; Universities; College Graduates; Educational Experience; Self Esteem; Skill Development; Vietnam; Australia + Suchen Sie Ihr Suchwort? Ausland; Internationale Erziehung; Hochschulpartnerschaft; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Dienstverhältnis; Berufspraktische Ausbildung; University; Universität; Hochschulabsolvent; Hochschulabsolventin; Bildungserfahrung; Self-esteem; Selbstaufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Australien
Abstract	Little research addresses graduate transition issues faced by transnational education (TNE) stakeholders. This paper's conceptual framework situates alumni as central stakeholders and potential partners in developing crucial insights into TNE graduate transitions. We interviewed alumni of an Australian university campus in Vietnam (AUV) about their TNE education experience and how students might be successfully supported to transition to local careers. Alumni were satisfied with the AUV's role in developing skills, English ability, and confidence. They noted the value of work integrated learning (WIL) internships. However, they highlighted aspects of their experience where the university could provide greater employability support and cultural relevance. Moreover, they expressed a desire for greater ongoing connection with the university as their careers progressed. The findings ground the paper's proposals for institutional transnational campus graduate transition support at three stages of the transnational student experience: enrolled student, transitioning student and graduate alumnus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01