scholarly journals Consuming UK Transnational Higher Education in China: A Bourdieusian Approach to Chinese Students’ Perceptions and Experiences

2020 ◽  
pp. 136078042095704
Author(s):  
Jingran Yu
Keyword(s):  
Higher Education ◽  
Chinese Students ◽  
Education Institution ◽  
Symbolic Power ◽  
Transnational Education ◽  
Transnational Higher Education ◽  
Patriotism Education ◽  
Higher Education In China ◽  
The Uk ◽  
Uk Higher Education

Recently, the increased scale and complexity of ‘student-as-consumer’ discourse has become well-established within the intensifying neoliberal marketisation across higher education in the Global North. However, few insights have been generated within a transnational education context. This article is based on a case study of a UK transnational higher education institution in China, where market-based rationalities converge with a centralised statist agenda. It demonstrates that Chinese students’ perceptions and experiences of patriotism education and international education, as well as their own strategy of obtaining a transnational education as an investment, were shaped by the unequal power relations between China and the UK in the global classification of knowledge. They tend to highly value UK higher education in both material and immaterial forms, associating it with ‘humanitarianism’ and disinterestedness. This article concludes that the profit-making agenda of the UK is veiled by its symbolic power, while the nation-building effort of China has driven the students further away. As a result, Chinese students voluntarily participate in the reproduction of symbolic power of UK higher education in the hierarchically structured global field.

scholarly journals Examining the UK higher education sector through the network of institutional accounts on Twitter

First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Education Sector ◽  
University Rankings ◽  
Social Media Platforms ◽  
The Uk ◽  
Network Metrics ◽  
Uk Higher Education ◽  
Insight Into ◽  
Gaining Insight

Web link mining has been previously used as a way of gaining insight into how the Internet may be replicating or reshaping connections between institutions within the higher education sector. Institutions are increasingly active on social media platforms, and these connections have not been studied. This paper presents an exploratory analysis of the network of UK higher education institutional accounts on Twitter. All U.K. institutions have a presence. Standing in recent university rankings is found to be a significant predictor of several network metrics. In examining the communities present within the network, a combination of ranking and geolocation play a role. Analysis of a sample of tweets which mention more than one U.K. higher education institution provides an indication of why the topics of tweets would reinforce prestige and location in the network structure.

scholarly journals From “clientilism” to transformational leadership? An autoethnographic journey from Soviet Georgia to the UK

2018 ◽  
Vol 7 (3) ◽  
pp. 330-344
Author(s):  
Liana Beattie
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Education Institution ◽  
Leadership Practice ◽  
Content Type ◽  
Political Environments ◽  
Critical Autoethnography ◽  
Current Leadership ◽  
The Uk ◽  
Uk Higher Education

Purpose The purpose of this paper is to contribute to the ethnographic tradition in the educational leadership literature through providing an autoethnographic critical analysis of the idiosyncrasies of leadership across two different socio-political environments: a Soviet educational establishment and a contemporary UK higher education institution. Design/methodology/approach In a previous issue, Doloriert and Sambrook (2012) argued that autoethnographic approach could help to uncover some experiences and voices that previously were silenced due to the discomfort they caused. In response to this claim and with consideration of three epistemological possibilities of autoethnography as suggested by Doloriert and Sambrook (2012), the author uses narrative accounts of personal experiences of leadership in Soviet Georgia and in the UK as the main source of data in the attempt to demonstrate how the three epistemological positions overlap and complement each other in the context of a critical autoethnography. Findings The paper argues that autoethnographic approach can provide a unique opportunity for a simultaneous analysis of the particularities of leadership practice across different socio-political environments, whereas the “three positions” approach could be used as an expedient template for further exploration of educational leadership. The paper also suggests there are some parallels between current leadership practice in the UK higher education and Soviet system of “clientilism”. Originality/value This paper is one of the first attempts to use autoethnography as an analytical tool for comparing leadership patterns in two contrasting socio-political structures.

scholarly journals Staff and student perspectives on the potential of honour codes in the UK

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Nadya Yakovchuk ◽  
Joe Badge ◽  
Jon Scott
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Academic Integrity ◽  
Education Institution ◽  
Educational Benefits ◽  
American Universities ◽  
Perceptions Of Students ◽  
The Uk ◽  
Uk Higher Education ◽  
Honour Code

Honour code systems have been long-established in some American universities, associated with cultures of academic integrity. This study considers the perceptions of students and staff, elicited through focus groups and electronic voting, in one UK higher education institution regarding the potential for implementation of these systems in the UK. Whilst the main principles of honour codes were broadly welcomed, implementation in the UK higher education context was perceived as problematic. Although both staff and students saw educational benefits in increased student involvement in the promotion of academic integrity and good academic practice, there was a tension between staff who would like to increase the responsibilities of students and the reality of the students' seeming lack of confidence in their ability to discharge those responsibilities. The introduction of students as participants in plagiarism hearing panels and processes was tentatively supported, potentially offering a route to break down the staff-student dichotomy.

Computer Mediated Communication

2011 ◽  
pp. 253-268
Author(s):  
Dianne Willis
Keyword(s):  
Higher Education ◽  
Computer Mediated Communication ◽  
Education Institution ◽  
Further Education ◽  
Communication Tool ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Long Time ◽  
The Uk ◽  
Uk Higher Education

Email has been with us now for a long time and is being increasingly adopted as a major communication tool in UK Higher Education establishments (colleges of higher and further education and universities). As the use of email grows, the effect on communication patterns needs to be established. This paper looks at current communication and working practices within a higher education institution in the UK (the author’s own). A survey has been conducted to elicit people’s feelings about the use of email and how they see future patterns of communication developing within the establishment.

scholarly journals A cultural bridge for academic integrity? Mainland Chinese master’s graduates of UK institutions returning to China

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Stephen Gow
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Educational History ◽  
Master's Degrees ◽  
Mainland Chinese ◽  
Transnational Higher Education ◽  
Career Analysis ◽  
Higher Education In China ◽  
The Uk ◽  
Cultural Bridge

Cultural and developmental perspectives (Flowerdew & Li, 2007) of plagiarism were explored through interviews with Chinese graduates of UK master's degrees after they have returned to work in transnational higher education in China. This allowed reflection on experiences of plagiarism in the context of the participants' educational history, life in the UK and their return to China. These accounts provided narratives of their development of academic integrity and a cultural comparison of the British and Chinese understandings of plagiarism. Interpretive repertoires (Gilbert & Mulkay, 1984) identified the significant commonalities and inconsistencies within and between the participants' accounts. The findings suggest that the participants use UK institutional vocabulary and have developed a more strict approach to plagiarism and academic integrity during their master's course and in their subsequent educational career. Analysis indicates that rather than being equivalents, plagiarism and the corresponding Chinese terms are dependent on the particular assessment backgrounds in the UK and China. Having moved between and adapting to these educational contexts, the potential for these returning Chinese graduates to act as a cultural bridge for academic integrity within internationalised higher education is discussed.

scholarly journals Teaching and learning of Chinese students in the UK

2021 ◽  
Vol 10 (2) ◽  
pp. 221258682110358
Author(s):  
Carolijn van Noort
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Chinese Students ◽  
Continuing Professional Development ◽  
Learning Approaches ◽  
Student Body ◽  
The United Kingdom ◽  
Student Cohorts ◽  
The Uk ◽  
Uk Higher Education

Education partnerships between the United Kingdom (UK) and China continue to evolve. It is worthwhile reflecting on how teaching and learning of Chinese students in the UK has been functioning, and how it can be improved. This study focuses on short-term continuing professional development (CPD) courses taken by professional student cohorts from China in British Higher Education, and explores the application of constructivist learning approaches in regard to teaching and learning. This study suggests three forms of teaching adaptations as a response to- and accommodation of the short duration of the training programs, the seniority of the delegates, and the delegations’ expectations to learn fixed knowledge. Despite teachers’ willingness to adapt and acculturate CPD courses, divergent educational cultures influence the teaching process and students’ learning and experiences. The changing student body in UK Higher Education calls for more university-level attention and sharing of effective practices.

scholarly journals Chinese Students’ Use of Digital Resources for Their Learning in UK Higher Education

2021 ◽  
Vol 4 (2) ◽  
pp. p50
Author(s):  
Tracy Simmons ◽  
Palitha Edirisingha ◽  
Mengjie Jiang
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Chinese Students ◽  
Literacy Skills ◽  
Digital Resources ◽  
Postgraduate Students ◽  
Postgraduate Studies ◽  
Group Interviews ◽  
The Uk ◽  
Uk Higher Education

This paper explores Chinese students’ use of digital resources during their postgraduate studies in the UK. The study is important in contemporary Higher Education (HE) context where internet-based technologies, resources, online platforms and digital devices play a significant role in providing access to learning resources. A significant portion of students in HE also come from diverse cultures with arguably varying orientations to learning and using technologies. Based on qualitative data collected from focus group interviews with Chinese postgraduate students at Leicester, we explore some of the challenges that they face during their transition from learning in China (Nguyen et al., 2006; Leedham, 2015) to the UK HE learning environment. We identify the strategies that these students use, including a variety of digital tools and resources that they use to help in their formal studies during and beyond this transition stage. We also highlight their development of digital literacy skills and the responsibility that the UK HEIs have in this regard.

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