Globally Transformative Student Experience: Challenges and Opportunities in Learning and Teaching in the Transnational Business Education Program
- 171 Downloads
As universities internationalize and attract students from multiple transnational locations, more innovative curriculum design is developed that enables students and staff to communicate and act globally. When developing a global perspective in universities, creating the capacity to deliver programs in diverse international arenas is essential. Academic teaching staff strive to design collaborative learning experiences that enable students to engage in activities that deepen their cross-cultural knowledge, a capability that is required for future employment. However, the reality of designing and implementing learning activities in a transnational education program with culturally unfamiliar contexts that engages students is challenging. This chapter will use the lessons learnt from a case study of a transnational education project designed as part of a university global program. This project involved undergraduate students across an umbrella course (Global Learning by Design which incorporated international business and strategic management) within the management discipline, offered in Australia, Vietnam, and Singapore. It presents the key challenges for universities in implementing learning experiences that develop cross-cultural competencies. These challenges include resource management and allocation; pedagogical challenges in learning and communication; and management of normative values and students’ expectations, particularly in group tasks. The course aimed to empower students through the development of skills in cross-cultural management to contribute to decisions within diverse political, economic, environmental, and social contexts; and to work collaboratively and pursue continuous personal development related to their future as management professionals. The case study reflects the complexity of business and team engagement on multiple dimensions and provides opportunities for analysis and reflection at a deeper learning level, and a reduction of cross-cultural bias. The authors suggest that to address these challenges universities will need to consider issues of power and inequality inherent in teaching partnerships, and undergo a mindset change in order to develop global perspectives.
KeywordsManagement education Feedback Transnational education
- Altbach, P. G. (2009). Higher Education: An Emerging Field of Research and Policy. In M. Bassett & A. Maldonado-Maldonado (Eds.), International Organisations and Higher Education Policy: Thinking globally, Acting Locally? (pp. 9–25). New York: Routledge.Google Scholar
- Australian Government. (2017, October 11). Guidance Note: Transnational Higher Education into Australia. TEQSA. Tertiary Education Quality Standards Agency. https://www.teqsa.gov.au/latest-news/publications/guidance-note-transnational-higher-education-australia. Viewed 29 October 2018.
- Australian Government. (2018a, June). Export Income to Australia from International Education Activity in 2017. Department of Education and Training, Research Snapshot. https://internationaleducation.gov.au/research/research-snapshots/pages/default.aspx. Viewed 29 October 2018.
- Australian Government. (2018b, April). Offshore Delivery of Australian Higher Education Courses. Student 2016 Full Year: Selected Higher Education Statistics. Department of Education and Training. https://www.education.gov.au/selected-higher-education-statistics-2016-student-data. Viewed 29 October 2018.
- Barnett, R. (2000). University Knowledge in an Age of Supercomplexity. Higher Education, 40(4), 409–422.Google Scholar
- Boon, G. C., & Gopinathan, S. (2006, June 18–30). The Development of Education in Singapore Since 1965. Background Paper Prepared for the Asia Education Study Tour for African Policy Makers. Available at http://siteresources.worldbank.org/EDUCATION/Resources/278200-1121703274255/1439264-1153425508901/Development_Edu_Singapore_draft.pdf. Viewed 20 September 2018.
- Debowski, S. (2008). Risky Business: Effective Planning and Management of Transnational Teaching. In L. Dunn & M. Wallace (Eds.), Teaching in Transnational Higher Education (pp. 204–215). New York and London: Routledge Taylor and Francis Group.Google Scholar
- Egan, M. L., & Bendick, M. (2008). Combining Multicultural Management and Diversity into One Course on Cultural Competence. Academy of Management Learning & Education, 7(3), 387–393.Google Scholar
- Egege, S., & Kutieleh, S. (2008). Dimming Down Difference. In L. Dunn & M. Wallace (Eds.), Teaching in Transnational Higher Education (pp. 67–76). New York, NY, USA: Routledge Education. (Chapter 7).Google Scholar
- Eisenberg, J., Lee, H. J., Bruck, F., Brenner, B., Claes, M., Mironski, J., et al. (2013). Can Business Schools Make Student Culturally Competent? Effects of Cross-Cultural Management Courses on Cultural Intelligence. Academy of Management Learning & Teaching, 12(4), 603–621.Google Scholar
- Fletcher, T., & Coyne, C. (2017). Globalisation of Higher Education: A Guide for Transnational Higher Education Providers Looking to Operate in Australia. Insight. Minter Ellison. https://www.minterellison.com/articles/globalisation-of-higher-education. Viewed 29 October 2018.
- Heffernan, T., & Poole, D. (2005). In Search of “the Vibe”: Creating Effective International Education Partnerships. The International Journal of Higher Education & Educational Planning, 50(2), 223–245.Google Scholar
- Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs: Prentice-Hall.Google Scholar
- Leask, B. (2008). Transnational Education and Intercultural Learning: Reconstructing the Offshore Teaching Team to Enhance Internationalisation. Proceedings at the AARE Conference.Google Scholar
- Li, M., & Campbell, J. (2008). Asian Students’ Perceptions of Group Work and Group Assignments in a New Zealand Tertiary Institution. Intercultural Education, 19(3), 203–216.Google Scholar
- Lim, F. C. B., & Shah, M. (2017). An Examination on the Growth and Sustainability of Australian Transnational Education. International Journal of Educational Management, 31(3), 254–264.Google Scholar
- RMIT. (2017). RMIT Statistics at a Glance, 2016. RMIT University Annual Report. Available from http://mams.rmit.edu.au/dvcrrbz9qu4e.pdf. Viewed 30 October 2018.
- RMIT. (2018). Partner with RMIT. RMIT University. Available from https://www.rmit.edu.au/about/our-locations-and-facilities/locations/overseas/international-partners/partner-with-rmit. Viewed 30 October 2018.
- RMIT Vietnam. (2018). RMIT Vietnam Background. Available from https://www.rmit.edu.au/about/our-locations-and-facilities/locations/overseas/vietnam/rmit-vietnam-background. Viewed 4 November 2018.
- Silverman, D. (2005). Doing Qualitative Research (2nd ed.). London: Sage.Google Scholar
- Stafford, S., & Taylor, J. (2016). Transnational Education as an Internationalisation Strategy: Meeting the Institutional Management Challenges. Journal of Higher Education Policy & Management, 38(6), 625–636.Google Scholar
- Tran, L. T. (2016). Students’ Academic, Intercultural and Personal Development in Globalised Education Mobility. In C. Ng, R. Fox, & M. Nakano (Eds.), Reforming Learning and Teaching in Asia-Pacific Universities, Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 33. Singapore: Springer. (Chapter 5).Google Scholar
- Tran, L. T., & Marginson, S. (Ed.). (2018). Internationalisation in Vietnamese Higher Education, 51, Springer, ProQuest Ebook Central. Available at https://ebookcentral.proquest.com/lib/RMIT/detail.action?docID=5426709. Viewed 4 November 2018.
- Treleaven, L., Freeman, M., Leask, B., Ramburuth, P., Simpson, L., Sykes, C., et al. (2007). Beyond Workshops: A Conceptual Framework for Embedding Development of Intercultural Competence in Business Education. HERDSA News, 29(3), 9–11.Google Scholar
- UNESCO. (2002). UNESCO Universal Declaration on Cultural Diversity: Cultural Diversity Series No. 1, 4.Google Scholar
- Universities Australia. (2017, March 27). Key Facts & Data. https://www.universitiesaustralia.edu.au/australias-universities/key-facts-and-data#.W9fbS3v7Spo. Viewed 29 October 2018.
- Volet, S., & Jones, C. (2012). Cultural Transitions in Higher Education: Individual Adaptation, Transformation and Engagement. In Transitions across Schools and Cultures (pp. 241–284). https://doi.org/10.1108/S0749-7423(2012)0000017012.Google Scholar
- Wilkins, S., & Juusola, K. (2018). The Benefits and Drawbacks of Transnational Higher Education: Myths and Realities. The Australian Universities’ Review, 60(2), 68–76.Google Scholar
- Wong, J. K. (2004). Are the Learning Styles of Asian International Students Culturally or Contextually Based? International Education Journal, 4(4), 154–166.Google Scholar
- World Bank. (2011). Vietnam: High Quality Education for All by 2020. Washington, DC: World Bank (License: CC BY 3.0 IGO). Available at https://openknowledge.worldbank.org/handle/10986/27450. Viewed 4 November 2018.
- Yin, R. K. (2003). Case Study Research: Design and Methods. London: Sage.Google Scholar
- Ziguras, C. (2008). The Cultural Politics of Transnational Education: Ideological and Pedagogical Issues for Teaching Staff. In L. Dunn & M. Wallace (Eds.), Teaching in Transnational Higher Education (p. 4454). New York and London: Routledge Taylor and Francis Group.Google Scholar
- Ziguras, C. (2016, November 9–11). The Changing Face of Australian Transnational Education. OBHE Global Forum ‘Brain Gain: Charting the Impact and Future of TNE’, Kuala Lumpur, Malaysia.Google Scholar