"International Student Education in Tertiary Settings offers rich descriptions and sophisticated analyses of a variety of international study abroad programs at universities in Australia, Japan, UK, USA and China. It also offers a robust conceptual framework for researching international study abroad programs and experiences on the basis of a comprehensive review of cognate literature. The book should be a wonderful resource for educators involved in developing and managing study abroad programs at the tertiary level and researchers interested in globalization of higher education curriculum." -- Keita Takayama, Professor, Graduate School of Education, Kyoto University, Japan
"This edited collection of studies on international students in tertiary settings around the world is introduced by a first chapter providing a useful overview of the evolving goals of international education and a critique of representations of international students in the literature. The ten empirical studies in the collection provide valuable insights into student motivations and lived experiences as they navigate the challenges and complexities of international higher education. The studies draw on a range of theoretical frameworks and methodologies that are both interesting in themselves and provide models to other researchers and teachers seeking to investigate the student experience, or to review their own perceptions, pedagogies and practices.
In this most challenging of times for higher education, the book reminds us of the importance of balancing neoliberal drivers for international education and student recruitment with an enhanced awareness of the reciprocal benefits at personal, institutional, local and national levels of the diversity within our campuses. As we grapple with the shift towards more blended learning with increased online delivery of programmes, the book provides a timely reminder that this enforced review of the learning environment also presents opportunities. Learning experiences that offer access to real world projects, culturally responsive pedagogies, and opportunities to engage in inter-disciplinary and intercultural learning can bring benefits to all home and international students and staff." -- Sue Robson, Emerita Professor of Education, School of Education, Communication and Language Sciences, Newcastle University, UK "International Student Education in Tertiary Settings offers rich descriptions and sophisticated analyses of a variety of international study abroad programs at universities in Australia, Japan, UK, USA and China. It also offers a robust conceptual framework for researching international study abroad programs and experiences on the basis of a comprehensive review of cognate literature. The book should be a wonderful resource for educators involved in developing and managing study abroad programs at the tertiary level and researchers interested in globalization of higher education curriculum." -- Keita Takayama, Professor, Graduate School of Education, Kyoto University, Japan
"This edited collection of studies on international students in tertiary settings around the world is introduced by a first chapter providing a useful overview of the evolving goals of international education and a critique of representations of international students in the literature. The ten empirical studies in the collection provide valuable insights into student motivations and lived experiences as they navigate the challenges and complexities of international higher education. The studies draw on a range of theoretical frameworks and methodologies that are both interesting in themselves and provide models to other researchers and teachers seeking to investigate the student experience, or to review their own perceptions, pedagogies and practices.
In this most challenging of times for higher education, the book reminds us of the importance of balancing neoliberal drivers for international education and student recruitment with an enhanced awareness of the reciprocal benefits at personal, institutional, local and national levels of the diversity within our campuses. As we grapple with the shift towards more blended learning with increased online delivery of programmes, the book provides a timely reminder that this enforced review of the learning environment also presents opportunities. Learning experiences that offer access to real world projects, culturally responsive pedagogies, and opportunities to engage in inter-disciplinary and intercultural learning can bring benefits to all home and international students and staff." -- Sue Robson, Emerita Professor of Education, School of Education, Communication and Language Sciences, Newcastle University, UK
