Anne Chapman

TL;DR: In this paper, a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia was conducted, where participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies.

TL;DR: The authors found that students typically chose to enroll with the Australian university to receive an international education and that students made self-transformative investments in international education, and that investment choices influenced the way students experienced their education.

TL;DR: This paper reported findings of an interpretive case study of a group of masters' degree students in Singapore taught by an Australian university in partnership with a local provider, and suggested that international students studying in their home country with an overseas institution may also experience culture shock as an effect of this engagement.

TL;DR: In this article, the authors report the findings of qualitative case studies aimed at exploring student experiences of offshore programs delivered in Singapore, Hong Kong and Malaysia by Australian universities and draw on a cross-case analysis of the studies to develop propositions about student experience and identity formation in the context of offshore education.

TL;DR: In this paper, the authors highlight the complexities surrounding the social practices involved in being an international higher degree student, and the ways in which these practices contribute to the formation of student identity and how they understand the dynamics of their particular educational context and their sense of themselves as students in relation to the communities to which they belong.