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Transnational higher education in co...

Rosen, Clive.

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Transnational higher education in computing courses = experiences and reflections /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transnational higher education in computing courses/ edited by Jenny Carter, Clive Rosen.
其他題名:	experiences and reflections /
其他作者:	Rosen, Clive.
出版者:	Cham :Springer International Publishing : : 2019.,
面頁冊數:	xiv, 249 p. :ill. (some col.), digital ;24 cm.
內容註:	Part I: Principles -- 1. Bridging the Cultural Divide: Applying Critical Thinking in TNE Partnerships -- 2. The Challenges of Managing a Transnational Education Partnership -- 3. International Student Achievement in Computer Science -- 4. Sino-UK Educational Differences: the Impacts of Cultures and the Current Educational Curricular on Students in Computer Science -- 5. Revising ICT Programmes through Learning Outcome Alignment: A Practical Exercise in Belarusian Universities -- Part II: Supporting Students -- 6. Revising ICT Programmes through Learning Outcome Alignment: A Practical Exercise in Belarusian Universities -- 7. 'We all need culture awareness and cultural affinity': the academics' view on Chinese students' academic transition into undergraduate studies in Britain -- 8. Addressing Academic Misconduct in Transnational Education Computing Courses.
Contained By:	Springer eBooks
標題:	Computer science - Study and teaching (Higher) -
電子資源:	https://doi.org/10.1007/978-3-030-28251-6
ISBN:	9783030282516

Transnational higher education in computing courses = experiences and reflections /
Transnational higher education in computing coursesexperiences and reflections /[electronic resource] :edited by Jenny Carter, Clive Rosen. - Cham :Springer International Publishing :2019. - xiv, 249 p. :ill. (some col.), digital ;24 cm.

Part I: Principles -- 1. Bridging the Cultural Divide: Applying Critical Thinking in TNE Partnerships -- 2. The Challenges of Managing a Transnational Education Partnership -- 3. International Student Achievement in Computer Science -- 4. Sino-UK Educational Differences: the Impacts of Cultures and the Current Educational Curricular on Students in Computer Science -- 5. Revising ICT Programmes through Learning Outcome Alignment: A Practical Exercise in Belarusian Universities -- Part II: Supporting Students -- 6. Revising ICT Programmes through Learning Outcome Alignment: A Practical Exercise in Belarusian Universities -- 7. 'We all need culture awareness and cultural affinity': the academics' view on Chinese students' academic transition into undergraduate studies in Britain -- 8. Addressing Academic Misconduct in Transnational Education Computing Courses.

There has been exponential growth in transnational education (TNE) in the last few years as UK universities have looked to expand their markets. Recipient countries have sought short cuts to developing their higher education provision which has proved a lucrative income stream for some universities. But overseas collaborations are not without risk. Recipient countries can be concerned with external influence over curricula, quality being diluted and higher education being infected by neo-imperialism. These concerns are not without foundation. There are risks for providers too. Reputations can be damaged if academic standards are compromised. Conflicts of interest can occur between quality of provision and the pot of gold on offer. Staff can view overseas collaborations as distracting from their research and commitment to home students. Computing is a particularly popular subject for TNE, but critical thinking, analysis, independent learning, and creativity can be compromised. Preventing plagiarism is difficult. Constant changes in technology result in constant curricula revision which causes severe problems for overseas collaborations. This book focuses on TNE in the computing domain. However cross-cultural issues challenge TNE management and administration whatever the subject area. If the ever present tensions are not continuously monitored they can quickly threaten the sustainability of the collaboration. This book identifies many of the threats and some of the solutions. The readership for this book is truly global. Any international development officer in higher education considering an overseas collaboration will benefit from this book. Any academic becoming engaged in, or already involved with a TNE partnership, either as provider or recipient, will gain information and insight into the practice and issues. Researchers in TNE will discover more lines of enquiry. Students considering a course with an overseas provider or in coming to the UK to study will be better prepared thereby enabling a more fulfilling and rewarding experience. Anyone who has an interest in TNE, whether at the senior executive level, operational level, delivering programmes or as a recipient of TNE should read this book. The wealth of experience gathered here will provoke questions, prompt debate and offer solutions. It has been written by people who know the issues, bear the scars and are happy to share their knowledge. It will greatly benefit future transnational collaborations.

ISBN: 9783030282516

Standard No.: 10.1007/978-3-030-28251-6doiSubjects--Topical Terms:

577785
Computer science
--Study and teaching (Higher)

LC Class. No.: QA76.27 / .T736 2019

Dewey Class. No.: 004.0711

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520 $a There has been exponential growth in transnational education (TNE) in the last few years as UK universities have looked to expand their markets. Recipient countries have sought short cuts to developing their higher education provision which has proved a lucrative income stream for some universities. But overseas collaborations are not without risk. Recipient countries can be concerned with external influence over curricula, quality being diluted and higher education being infected by neo-imperialism. These concerns are not without foundation. There are risks for providers too. Reputations can be damaged if academic standards are compromised. Conflicts of interest can occur between quality of provision and the pot of gold on offer. Staff can view overseas collaborations as distracting from their research and commitment to home students. Computing is a particularly popular subject for TNE, but critical thinking, analysis, independent learning, and creativity can be compromised. Preventing plagiarism is difficult. Constant changes in technology result in constant curricula revision which causes severe problems for overseas collaborations. This book focuses on TNE in the computing domain. However cross-cultural issues challenge TNE management and administration whatever the subject area. If the ever present tensions are not continuously monitored they can quickly threaten the sustainability of the collaboration. This book identifies many of the threats and some of the solutions. The readership for this book is truly global. Any international development officer in higher education considering an overseas collaboration will benefit from this book. Any academic becoming engaged in, or already involved with a TNE partnership, either as provider or recipient, will gain information and insight into the practice and issues. Researchers in TNE will discover more lines of enquiry. Students considering a course with an overseas provider or in coming to the UK to study will be better prepared thereby enabling a more fulfilling and rewarding experience. Anyone who has an interest in TNE, whether at the senior executive level, operational level, delivering programmes or as a recipient of TNE should read this book. The wealth of experience gathered here will provoke questions, prompt debate and offer solutions. It has been written by people who know the issues, bear the scars and are happy to share their knowledge. It will greatly benefit future transnational collaborations.
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