The E’s of TNHE and EMI

2021 ◽  
Vol 44 (2) ◽  
pp. 253-259
Author(s):  
Dudley Reynolds
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Case Studies ◽  
Language Practices ◽  
Policy And Practice ◽  
Transnational Higher Education ◽  
Critical Awareness ◽  
English Medium Instruction ◽  
Instructor Perceptions

Abstract Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.

scholarly journals Student Empowerment In An Online Program

2011 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
Mary Brown ◽  
Peter Kiriakidis
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Online Learning Environment ◽  
Mediated Communication ◽  
Policy And Practice ◽  
Online Student ◽  
Computer Mediated

Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

Reflections of (Dis)location: What is “Intercultural Communication” in Transnational Higher Education English-Medium Instruction?

RELC Journal ◽  
2021 ◽  
pp. 003368822110175
Author(s):  
Dudley Reynolds
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Meaning Making ◽  
Prospective Students ◽  
Global Marketplace ◽  
Transnational Higher Education ◽  
Elective Course ◽  
English Medium Instruction ◽  
Reflective Study ◽  
The Impact

Debates around the impact of English-medium instruction (EMI) as part of transnational higher education (TNHE) typically focus on macro-level impacts on host country languages, cultures, and economies. Adopting the methodology of institutional ethnographies, this reflective study narrates how I came to find problematic such totalizing narratives of TNHE. The object of my reflections is an undergraduate English elective course, Communicating in the Global Marketplace, first taught on the main campus in Pittsburgh, USA, of a TNHE institution, which I then participated in “(dis)locating” (Edwards and Usher, 1997) to a branch campus in Qatar. The study illustrates how emic perspectives on course design and delivery open up TNHE as a process of meaning-making. Analysis of course artefacts (course descriptions, reading lists, and assignments) from offerings on both campuses point to opportunities educators in the process of TNHE have to question language ideologies in EMI, consider “imagined communities” (Norton and Pavlenko, 2019) when marketing courses for prospective students, and frame both transnational “encounters” (Vora, 2014) and our understanding of what is “intercultural” in transnational EMI.

Exploring Ideology in the Adoption of Socio-Technical Assemblages

2016 ◽  
Vol 3 (1) ◽  
pp. 32-48
Author(s):  
David Edwards ◽  
Keith Horton
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Learning Environment ◽  
Case Studies ◽  
Systems Development ◽  
Information Systems Development ◽  
Organizational Adoption ◽  
Enterprise Level ◽  
Ideological Dimension ◽  
Longitudinal Case Studies

In this paper the authors explore ideological influences on the organizational adoption and development of the Managed Learning Environment (MLE), an enterprise level approach to information systems development in Higher Education, that was advocated by UK national agencies such as the Joint Information Systems Committee (JISC). The authors present three detailed longitudinal case studies. To capture the ideological dimension of MLE we use the concept of Technology Action Framing. They find that the ideological dimension of the technology has a significant impact on organisational socio technical processes by shaping strong and often conflicting attitudes to the adoption of MLE. The findings contribute to better understanding of this pattern of socio technical adoption and development.

Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program

RELC Journal ◽  
2021 ◽  
pp. 003368822110112
Author(s):  
Marie Alina Yeo ◽  
Jonathan Mark Newton
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Teachers ◽  
Transnational Higher Education ◽  
Travel Restrictions ◽  
Speakers Of Other Languages ◽  
English Medium Instruction ◽  
English Language Teachers ◽  
Master Of Arts

Recent nationalist and isolationist policies coupled with travel restrictions have prompted a shift in perspectives on the internationalization of higher education. Furthermore, criticisms surrounding issues such as the widespread adoption of English as a medium of instruction in higher education and quality assurance of transnational programs have emerged, with increasing calls for more inclusive models and greater emphasis on quality over quantity. This paper presents an evaluative study of a transnational Master of Arts in the Teaching of English to Speakers of Other Languages (MATESOL) program delivered in partnership by an institution in Singapore (SI) and a university in New Zealand (NZU) and designed for English language teachers from the Association of Southeast Asian Nations (ASEAN) region. Drawing on an impact evaluation, the paper identifies key design features in the program that contributed to its effectiveness as an inclusive model of English medium instruction (EMI) and internationalization in transnational higher education (TNHE).

EMI and the international branch campus

2021 ◽  
Vol 44 (2) ◽  
pp. 229-252
Author(s):  
Sara Hillman ◽  
Keith M. Graham ◽  
Zohreh R. Eslami
Keyword(s):  
Higher Education ◽  
Linguistic Landscape ◽  
Multiple Sources ◽  
Branch Campuses ◽  
Study Approach ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
English Medium Instruction

Abstract Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar’s Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted.

scholarly journals Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice

2016 ◽  
Vol 6 (1) ◽  
pp. 209 ◽  
Author(s):  
Ali S.M. Al-Issa
Keyword(s):  
Higher Education ◽  
English Language ◽  
Arab World ◽  
Language Teaching ◽  
English Language Teaching ◽  
Policy And Practice ◽  
Sultan Qaboos University ◽  
Teaching College ◽  
College Of Law ◽  
English Medium Instruction

Students’ expectations have seldom received any attention in English Language Teaching (ELT) education research in the Arab World in general and in Integrated Content and Language in Higher Education (ICLHE)/English Medium Instruction (EMI) English for Academic Purposes (EAP) in particular, despite their importance for policy and practice. This mixed-method study investigates the expectations of 50 students attending an ICLHE/EMI EAP course at College of Law, Sultan Qaboos University (SQU) in the Sultanate of Oman. The results have shown that the students had course materials and content and course pedagogy and design implementation expectations. The results have further revealed that the teacher played a key role in meeting his students’ expectations through his effective teaching. The findings have important implications for ICLHE/EMI policy implementation in other similar local, regional and global contexts. Keywords: Students’ expectations; English Language for Law (1); Integrated Content and Language in Higher Education/English Medium Instruction; English Language Teaching; College of Law

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

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