東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Transnational Education in China: Pe...

Min, Tang.

Linked to FindBook

Google Book

Amazon

博客來

Transnational Education in China: Perspective on Curriculum Design and Delivery.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transnational Education in China: Perspective on Curriculum Design and Delivery./
Author:	Min, Tang.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	369 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Teaching. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29289024
ISBN:	9798845462060

Transnational Education in China: Perspective on Curriculum Design and Delivery.
Min, Tang.

Transnational Education in China: Perspective on Curriculum Design and Delivery. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 369 p.

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--Sheffield Hallam University (United Kingdom), 2021.

This item must not be sold to any third party vendors.

Over the last several decades, transnational education (TNE) has been the fast-growing segment within higher education sectors. Despite development, previous studies focus more on the macro-level of TNE from the perspective of foreign awarding higher education institutions with the view of export-oriented internationalization of higher education. Little research has been conducted at the micro-level from the perspective of Chinese receiving higher education institutions with the thought of internationalization at home. An in-depth case study was undertaken to provide evidence-based research, investigating the impact of Chinese TNE policy and regulation changes, institutional responses, and teachers' and students' perspectives on TNE curriculum design and delivery in China. It remains a core issue within the TNE structure and TNE Quality Assurance.The multiple case studies were carefully chosen considering different foreign providers, delivery models, qualification levels, and disciplines in different types of Chinese receiving higher education institutions. The research used the mixed methods to collect qualitative data from the semi-structured interviews with twelve senior managers, thirteen teachers from the foreign awarding, and Chinese receiving higher institutions. A quantitative survey with 294 students and follow-up interviews with eight voluntary students in three case institutions were conducted to explore students' voices on the TNE curriculum and pedagogy. It allows for diverse and dynamic experiences and perspectives, which remains a gap in the research of TNE development in China.The research makes several contributions to the knowledge of TNE: Theoretically, it expands globalization theories, particularly push-pull theory, by adding the regional, institutional, and individual factors to conceptualize the mobility of TNE programmes and students. Methodologically, it is an in-depth case study of TNE in China, providing profound knowledge of different types of TNE curriculum design and development. It distinguishes this research from the existing Chinese TNE research, which mainly uses the quantitative method. Empirically, it provides a systematic and updated critical policy review of the Chinese TNE policies and regulations and their influence on TNE development in China. It contributes to the TNE research a baseline dataset including quantitative and qualitative data identifying implications of different geographical locations, qualification levels, academic disciplines, TNE models, foreign awarding institutions on the TNE curriculum design and delivery.The study concludes significant influences over TNE curriculum design and delivery in China at different levels nationally, regionally, institutionally, and individually. TNE curriculum development should be contextualized considering different social, political, economic, cultural, and higher education backgrounds. The thesis finally suggests the need for future research on the TNE curriculum and delivery quality, regarding it as the core issue in TNE development.

ISBN: 9798845462060Subjects--Topical Terms:

517098
Teaching.

Transnational Education in China: Perspective on Curriculum Design and Delivery.
LDR:04317nmm a2200409 4500 001 2396353
005 20240611104230.5
006 m o d
007 cr#unu||||||||
008 251215s2021 ||||||||||||||||| ||eng d
020 $a 9798845462060
035 $a (MiAaPQ)AAI29289024
035 $a (MiAaPQ)Sheff_Hall30257
035 $a AAI29289024
040 $a MiAaPQ $c MiAaPQ
100 1 $a Min, Tang. $3 3766043
245 1 0 $a Transnational Education in China: Perspective on Curriculum Design and Delivery.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 369 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Tang, Ning;Reidy, Lisa.
502 $a Thesis (Ph.D.)--Sheffield Hallam University (United Kingdom), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Over the last several decades, transnational education (TNE) has been the fast-growing segment within higher education sectors. Despite development, previous studies focus more on the macro-level of TNE from the perspective of foreign awarding higher education institutions with the view of export-oriented internationalization of higher education. Little research has been conducted at the micro-level from the perspective of Chinese receiving higher education institutions with the thought of internationalization at home. An in-depth case study was undertaken to provide evidence-based research, investigating the impact of Chinese TNE policy and regulation changes, institutional responses, and teachers' and students' perspectives on TNE curriculum design and delivery in China. It remains a core issue within the TNE structure and TNE Quality Assurance.The multiple case studies were carefully chosen considering different foreign providers, delivery models, qualification levels, and disciplines in different types of Chinese receiving higher education institutions. The research used the mixed methods to collect qualitative data from the semi-structured interviews with twelve senior managers, thirteen teachers from the foreign awarding, and Chinese receiving higher institutions. A quantitative survey with 294 students and follow-up interviews with eight voluntary students in three case institutions were conducted to explore students' voices on the TNE curriculum and pedagogy. It allows for diverse and dynamic experiences and perspectives, which remains a gap in the research of TNE development in China.The research makes several contributions to the knowledge of TNE: Theoretically, it expands globalization theories, particularly push-pull theory, by adding the regional, institutional, and individual factors to conceptualize the mobility of TNE programmes and students. Methodologically, it is an in-depth case study of TNE in China, providing profound knowledge of different types of TNE curriculum design and development. It distinguishes this research from the existing Chinese TNE research, which mainly uses the quantitative method. Empirically, it provides a systematic and updated critical policy review of the Chinese TNE policies and regulations and their influence on TNE development in China. It contributes to the TNE research a baseline dataset including quantitative and qualitative data identifying implications of different geographical locations, qualification levels, academic disciplines, TNE models, foreign awarding institutions on the TNE curriculum design and delivery.The study concludes significant influences over TNE curriculum design and delivery in China at different levels nationally, regionally, institutionally, and individually. TNE curriculum development should be contextualized considering different social, political, economic, cultural, and higher education backgrounds. The thesis finally suggests the need for future research on the TNE curriculum and delivery quality, regarding it as the core issue in TNE development.
590 $a School code: 8818.
650 4 $a Teaching. $3 517098
650 4 $a Higher education. $3 641065
650 4 $a Cultural organizations. $3 3689769
650 4 $a Asian students. $3 3557625
650 4 $a Collaboration. $3 3556296
650 4 $a Early childhood education. $3 518817
650 4 $a Curriculum development. $3 684418
650 4 $a Geography. $3 524010
650 4 $a International. $3 3682975
650 4 $a SAT assessment. $3 3681179
650 4 $a College campuses. $3 3562806
650 4 $a Design. $3 518875
650 4 $a Boundaries. $3 545099
650 4 $a Asian studies. $3 1571829
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0389
690 $a 0366
690 $a 0745
690 $a 0727
690 $a 0518
690 $a 0342
690 $a 0515
690 $a 0288
710 2 $a Sheffield Hallam University (United Kingdom). $3 3423993
773 0 $t Dissertations Abstracts International $g 84-03A.
790 $a 8818
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29289024