Showing papers in "Compare in 2013"
TL;DR: The authors present a conceptual framework for internationalisation of the curriculum that explains the foundations of alternative constructions of an internationalised curriculum and presents three case studies of internationalisation in three disciplines and universities in Australia.
Abstract: Internationalisation and internationalisation of the curriculum in higher education are not new concepts, but they are much debated and diversely interpreted. Studies of the higher education curriculum have been scarce. Studies of internationalisation of the curriculum in higher education are even rarer and, with a few exceptions, are focused on a single institution and/or a single discipline. This paper presents a conceptual framework for internationalisation of the curriculum that explains the foundations of alternative constructions of an internationalised curriculum and presents three case studies of internationalisation of the curriculum in three disciplines and universities in Australia. The framework is based on research that engaged academic staff in the process of exploring and making explicit the meaning of internationalisation of the curriculum in their programmes. It highlights the full complexity of internationalisation of the curriculum in context, prompts consideration of alternative paradi...
153 citations
TL;DR: The authors examined the association between formal education, social mobility and independent child migration in Ethiopia, India (Andhra Pradesh), Peru and Vietnam and drew on data from Young Lives, a longitudinal study of childhood poverty and schooling.
Abstract: This article examines the association between formal education, social mobility and independent child migration in Ethiopia, India (Andhra Pradesh), Peru and Vietnam and draws on data from Young Lives, a longitudinal study of childhood poverty and schooling. It argues that among resource-poor populations, child migration sustains kin relations across generations and households and also facilitates children’s progression through the life-course, thus it is fundamental to social reproduction. It reasons that formal education has greatly amplified this trend. Schooling has acquired symbolic value as the prime means of escaping household poverty and realising ambitions for social mobility. As such, elevated educational aspirations combine with systems shortcomings to stimulate school selection, school transfer and school-related child migration. The article concludes by examining the implications for children, for social reproduction and for policy.
96 citations
TL;DR: Maringe and Foskett as discussed by the authors discuss what strategies do HE institutions across the world adopt and develop as part of their HE programs, and present a survey of the strategies used by HE institutions.
Abstract: , edited by Felix Maringe and Nick Foskett, London, Continuum, 2010, 324 pp., £80.00 (hardback), ISBN 9781441132772 ‘What strategies do HE institutions across the world adopt and develop as part of...
85 citations
TL;DR: The discourse of immersion is prevalent but little analysed in the field of study abroad as discussed by the authors, which has significance for "intercultural education" and is linked generally to learning-by-doing.
Abstract: The discourse of immersion is prevalent but little analysed in the field of study abroad. Linked generally to learning-by-doing, this discourse has significance for ‘intercultural education’. Based on text analyses of three guidebooks on study abroad, this article suggests four effects of the discourse of immersion: It justifies study abroad as different from, if not better than, classroom learning and tourism. It emphasises the difference between students’ home and host cultures and constructs each society as internally homogeneous. It constructs study-abroad students’ home societies as globalised and their host societies as immobile and parochial, creating a hierarchy when globalisation is valorized. Finally, it exoticises the learning-by-doing ‘teachers’ – the host people – by portraying them as parochial ‘cultural others’. This article suggests an uneven process where the call for production of ‘global citizens’ through study abroad constructs host societies as parochial and risks reproducing a coloni...
69 citations
TL;DR: In this article, the relevance of postcolonial theory for understanding research ethics in comparative and international education (CIE) is discussed, which forms a basis for setting out a postcolonial research ethics.
Abstract: The article considers the relevance of postcolonial theory for understanding research ethics in comparative and international education (CIE). An understanding of postcolonial theory is outlined, which forms a basis for setting out a postcolonial research ethics in CIE. It is argued that postcolonial theory makes a distinctive contribution to understanding of research ethics in CIE by providing a critique of dominant approaches; an understanding of the postcolonial condition in education as a context for research ethics; an appreciation of postcolonial research ethics as emancipatory; and a view of postcolonial research ethics as being situated and dialogic in nature.
66 citations
TL;DR: In this paper, a survey of internationalisation in universities was conducted to discover how strategic leaders in universities in different parts of the world defined, rationalised and prioritised a range of familiar internationalisation approaches.
Abstract: We know little about how internationalisation processes are understood, rationalised and prioritised in different parts of the world. A global survey of internationalisation in universities was undertaken at the University of Southampton to fill this gap. Its purpose was to discover how strategic leaders in universities in different parts of the world defined, rationalised and prioritised a range of familiar internationalisation approaches. Based on a self-completion questionnaire survey administered to 500 universities in six major world regions including South America, North America, Middle East nations, Asian nations, Australia and New Zealand and sub-Saharan Africa, findings were processed from just under 200 responding universities. The findings suggest that internationalisation strategies in universities across the world seem to be based on three emergent value driven models. In western universities, a commercial imperative appears to underpin the internationalisation processes and understanding. In...
64 citations
TL;DR: In this paper, the authors highlight the dialectical relationship between participants' cultural identity and the acculturation experience of cross-cultural contact and suggest a relationship between current experience and cultural identity.
Abstract: In Saudi Arabia gender segregation is a cultural practice that occurs across all public and private domains. This segregation has shaped the lives of Saudi citizens and is driven socially through cultural and religious discourses and politically through regulation and policy. For Saudi students undertaking their education in western countries, the transitioning experience can be challenging. This paper draws on research conducted in Australia that has attempted to explore and understand this transitioning experience. The aim of the study was to highlight the dialectical relationship between participants’ cultural identity and the acculturation experience of cross-cultural contact. The findings indicate that Saudi students’ cultural identity has a significant influence on the experience of being in a mixed-gender environment. Findings also suggest a relationship between current experience and cultural identity. Drawing on in-depth interviews, the paper provides context to help understand the transitioning ...
64 citations
TL;DR: The authors compared the internationalisation strategies of two groups of UK universities and the views of staff groups at those institutions and suggested a series of qualities universities need to possess in order to implement an effective internationalisation strategy.
Abstract: Using an exploratory methodology, this paper compares the internationalisation strategies of two groups of UK universities and the views of staff groups at those institutions. It moves beyond an examination of teaching and learning initiatives developed by enthusiastic supporters of internationalisation. Instead it aims to throw some light on what is happening at a more strategic level in UK institutions. It focuses on how UK universities are internationalising and what approaches seem to be successful and unsuccessful and suggests a series of qualities universities need to possess in order to implement an effective internationalisation strategy.
55 citations
TL;DR: The authors examines changes in Chinese education under globalisation and market economy, focusing on the teaching and living conditions of teachers, and contextualises the concept of globalisation by examining its impact on China through marketisation and privatisation.
Abstract: Fuelled by forces of globalisation, China has gradually shifted from a centrally planned economy to the ‘socialist market economy’. This study examines changes in Chinese education under globalisation and market economy, focusing on the teaching and living conditions of teachers. The study reveals that the profound transformation of social and economic life has resulted in significant changes to education in China, as manifested in curriculum reform, increased disparity between rural and urban education, marginalisation of minority education and lack of accessible and affordable education for the children of migrant workers. The recent changes have also had tremendous impact on teachers in terms of their workload, payment, wellbeing, social status and teaching and living conditions. The study contextualises the concept of globalisation by examining its impact on China through marketisation and privatisation. Its analysis demonstrates a withdrawal of the state from provision and financing of public educati...
51 citations
TL;DR: In this paper, the authors studied the risk factors associated with dropout among primary school children in the low-income areas of Nairobi and found that: dumpsites in the two slum sites of Korogocho and Viwandani lure children out of school, school levies still charged in schools keep children out, and chronic poverty within families lure girls aged 14-16 into transactional sex.
Abstract: The introduction of universal primary education in sub-Sahara African countries in the 1990s increased enrolment rates and provided opportunities to children who were previously not in school. Research demonstrates that eliminating fees is not the magic bullet that delivers universal access. This study seeks to determine risk factors associated with dropout among primary school children in the low-income areas of Nairobi. Qualitative data is from the Education Research Program, collected between June and July 2008. The study found that: dumpsites in the two slum sites of Korogocho and Viwandani lure children out of school; school levies still charged in schools keep children out of school; and chronic poverty within families lure girls aged 14–16 into transactional sex. In conclusion, the declaration of free primary education is not sufficient to realize improved educational attainment as dropout after initial entry negates the purpose for which it was introduced.
45 citations
TL;DR: Brooks and Waters as discussed by the authors, 2011, 195 pp, £5800 (hardback), ISBN 978-0-230-57844-9This book offers so much more than the title suggests!
Abstract: by Rachel Brooks and Johanna Waters, Basingstoke, Palgrave Macmillan, 2011, 195 pp, £5800 (hardback), ISBN 978-0-230-57844-9This book offers so much more than the title suggests! I had expected a
TL;DR: The authors report on the use of Chinese metaphors to critically theorise evidence of Australian education and provide an analysis of the translation of Chinese metaphor, their use as theoretical tools and the preempting of the antagonistic reception of the Chinese metaphors by Western Anglophone educators.
Abstract: To ratify possibilities for worldly linguistic connectivities and critical theorising there is a need to forgo the exclusionary preoccupation with English and Western critical theories. The debates informing the international circulation of Bourdieu’s (1977, 1993, 1999, 2004) ideas provide methodological lessons for moving from critical sociology of education to educational research for critique. This study reports on the use of Chinese metaphors to critically theorise evidence of Australian education. It provides an analysis of the translation of Chinese metaphors, their use as theoretical tools and the preempting of the antagonistic reception of Chinese metaphors by Western Anglophone educators. A worldly education of linguistic connectivities and critical theorising is shown to engage in the reflexivity necessary for making Chinese research students’ bi- or multilingual competence a presence in Australian teacher-researcher education. At the, same time they are articulating claims for reconfiguring its...
TL;DR: In this paper, the authors discuss theories of identity from a social constructionist perspective and illustrate the significance of international mobility for education when external differences are appreciated and contribute to cosmopolitan imaginations and when internal differences are created in relation to 'Others' in the host society.
Abstract: Drawing on the literature on international student experiences and identities, this study discusses theories of identity from a social constructionist perspective. ‘Identification’ is the preferred term to describe a dynamic process through which students negotiate the meaning of their identities in different societies and communities. Based on interviews with 35 international doctoral students from two graduate schools in Germany, the article illustrates the significance of international mobility for education when external ‘differences’ are appreciated and contribute to cosmopolitan imaginations and when internal differences are created in relation to ‘Others’ in the host society. The article contributes to the literature on international student mobility by providing a fine-grained analysis of student identification, showing how the discourse of difference is used as a double strategy.
TL;DR: This article explored gender differences between Chinese male and female school leaders in their leadership orientations and found mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences.
Abstract: Since the 1980s, numerous studies have demonstrated the influences of culture and gender on leadership, including school leadership. Such studies have been criticised, however, for being dominated by Anglo-American paradigms and frameworks and for under-exploring the roles of culture and gender on leadership in non-Western societies. With reference to China, this paper focuses on the relationship between gender and school leadership and explores gender differences between Chinese male and female school leaders in their leadership orientations. The study adopted a mixed methodology of a questionnaire survey and individual interviews to solicit Chinese school leaders' views in 2008. The study finds mixed patterns of gender differences in Chinese school leadership, including stereotypical, non-stereotypical and no differences. This paper argues that these patterns can be interpreted as resulting from the dynamic interplay among traditional Chinese culture, contemporary political context and organisational se...
TL;DR: In this paper, the authors explored the question of whether low-cost private schools can meet the educational needs of children in urban informal settlements, not only in terms of primary education but also with regard to access to further education.
Abstract: There are growing numbers of low-cost private schools in urban informal settlements in developing countries. It has been argued that these institutions may constitute alternatives for government schools, as they are able to meet the educational needs of children in urban informal settlements. This study explores the question of whether low-cost private schools can meet their needs, not only in terms of primary education but also with regard to access to further education. The study selected 12 private schools in Kibera and 2 government schools neighbouring Kibera, asking head teachers which secondary school each primary school leaver had joined. The findings show that whereas over two-thirds of primary school leavers in general went on to secondary school, pupils graduating from government primary school were more likely to be enrolled in government secondary school than those pupils who completed the low-cost private primary school in Kibera. Moreover, performance in national examinations was lowest amon...
TL;DR: In this paper, an in-depth study conducted in Kilimanjaro, Tanzania that explored post-pubescent girls' experiences of managing their menstrual flow in school environments, identified eight fundamental structural and environmental factors impacting on girls' school-going experiences.
Abstract: The importance of girls' education for population health outcomes in low-income countries is well documented. Despite this critical relationship, the global public health community has tended to overlook aspects of the school environment that may hinder girls' pubertal transitions in schools across low-income countries. Minimal empirical attention has been given to structural and environmental factors, both physical and social, within the school experience that may impact on pubescent and newly menstruating girls' school attendance and participation and, ultimately, their health and well-being. This article describes an in-depth study conducted in Kilimanjaro, Tanzania that explored post-pubescent girls' experiences of managing their menstrual flow in school environments. The study identified eight fundamental structural and environmental factors impacting on girls' school-going experiences, such as insufficient water and sanitation and the disciplinary nature of the academic atmosphere. The public health...
TL;DR: In this paper, the authors outline their research journey in relation to the challenges they faced in anonymising and representing their research participants in the context of qualitative action research in the Maldives.
Abstract: This paper outlines my research journey, specifically in relation to the challenges I faced in anonymising and representing my research participants. Anonymity is an important ethical procedure and every researcher is expected to ensure that his or her research participants are protected. Although ethical guidelines are written to inform and guide researchers, how these guidelines are interpreted by novice researchers can present some formidable challenges to those carrying out research in different cultural contexts. One of the dilemmas that I faced as a new researcher from the Maldives was how I was going to anonymise my participants as they came from such a small community. This became a concern because one of the underlying aims of the qualitative action research I was conducting myself and also facilitating with the teachers required me to represent their voices fairly in my research study. However, the small size and the hierarchical nature of the community, together with my identity as a researcher...
TL;DR: In this article, the issues around gaining informed consent, particularly in research environments in the South, and highlight the need for accommodations are discussed, and strategies are presented to address the issues raised in regard to informed consent in varied research settings.
Abstract: This paper describes some tensions faced by researchers working in countries in the South in following the international principle of informed consent, mainly developed by professional bodies or local ethics committees of various universities in the North. We discuss the issues around gaining informed consent, particularly in research environments in the South, and highlight the need for accommodations. The aim is to advance a case for hybridity in educational research – that is, developing some general ethical principles that can serve as guidelines for researchers to develop contextually appropriate ethical practices that do not compromise either the research participants or the rigour of their research enterprise. Finally, some strategies are presented to address the issues raised in regard to informed consent in varied research settings. While we draw on examples from research conducted mainly in Pakistan, the issues raised, the scenarios discussed and the interpretations presented are relevant to sim...
TL;DR: In this paper, a thematic analysis of a body of recent policy instruments and initiatives in Africa is presented to illustrate and interrogate the shifting discourses of knowledgable people.
Abstract: Since the 1990s, the partnership paradigm has become the predominant framework for organising transnational academic ventures and international development. The global-partnership approach embraces a pluralistic perspective to development and dramatically expands the spectrum of actors and activities that constitute international development cooperation. Another significant shift is the increasing understanding that development is a complex process that requires the intensive production and utilisation of knowledge and cross-boundary partnership building. The growing convergence of the partnership and knowledge paradigms in contemporary development discourses has decisively transformed higher education into a critical stakeholder in promoting international development cooperation, including poverty reduction. The distinctive aim of this paper is to undertake a thematic analysis of a body of recent policy instruments and initiatives in Africa to illustrate and interrogate the shifting discourses of knowled...
TL;DR: This paper argued that the incompatibility of Western ethical practices in qualitative social research is less to do with national cultural differences than with paradigm differences in perceptions of "culture" and qualitative research methodology.
Abstract: This paper interrogates the proposition that Western ethical practices in qualitative social research are incompatible with cultures outside the West. It is argued that incompatibility is less to do with national cultural differences than with paradigm differences in (1) perceptions of ‘culture’ and (2) qualitative research methodology. In both areas, there is a dominant positivist or postpositivist paradigm that encourages a false and polarised picture of cultural difference. To counter this polarised picture, critical cosmopolitanism recognises the contribution of hitherto marginalised non-Western cultural realities. This opening up of possibilities is also supported by a parallel postmodern paradigm of qualitative research, which seeks a more authentic engagement with the complexities of diverse cultural locations. The outcome is a decentred attitude to research ethics that, rather than rejecting them, can colonise and educate Western practices.
TL;DR: Within a context of increased globalisation, the fields of migration, mobilities and education have become growing areas of interest in international and comparative education as mentioned in this paper, as evidenced by the increasing interest in comparative education.
Abstract: Within a context of increased globalisation, the fields of migration, mobilities and education have become growing areas of interest in international and comparative education – as evidenced by the
TL;DR: In this paper, the authors explore ethical issues and dilemmas encountered by educational researchers working across cultures and share insights with each other into the differing values and assumptions that shape research and writing practices, and develop a deeper understanding of: the relationship between researcher and the researched; issues of particular concern during field research, such as negotiating access and giving back; and the construction and ownership of knowledge.
Abstract: Background to this special issue In recent years, a greater focus on cross-cultural research and on research undertaken by multidisciplinary national teams has raised significant challenges with regard to how educational research is conceptualised, conducted and disseminated in an ethical manner. Increasingly, in international and comparative educational research, it is being recognised that existing ethical codes and paradigms either do not sufficiently address such issues or tend to be rather restrictive and insensitive to multiple and complex cultural and contextual differences. For international students in UK higher educational institutions, these contrasting assumptions about values and practices within research can be even more evident, as they are often obliged to conform to the requirements of their UK university research ethics committee when conducting fieldwork in their home countries. This special issue sets out to explore ethical issues and dilemmas encountered by educational researchers working across cultures – sharing insights with each other into the differing values and assumptions that shape research and writing practices. The aim is to develop a deeper understanding of: the relationship between researcher and the ‘researched’; issues of particular concern during field research, such as negotiating access and giving back; and the construction and ownership of knowledge. The contributions in this special issue move beyond instrumental discussions of research governance and further broaden the scope from an emphasis on ‘access’ (for instance, whether or how research participants will give informed consent) to a deeper consideration of the ethical implications of constructing and negotiating research and policy texts across cultures. The themes emerged partly from a symposium, in July 2011, organised by the Centre for Applied Research in Education (CARE) at the University of East Anglia on ‘Internationalising Research Ethics’. This event brought together researchers to deliberate on the following questions:
TL;DR: In this article, the authors evaluated a pilot project that aimed to qualitatively assess the internationalisation of programs in the Netherlands and Flanders, taking into account the diversity of internationalisation strategies, the desirability of certification and the increasingly important issue of learning outcomes.
Abstract: Internationalisation has transformed into mainstream strategy in higher education and is increasingly seen as adding value to the life of universities through improving its quality. But how do we assess the quality of internationalisation? This article evaluates a pilot project that aimed to qualitatively assess the internationalisation of programmes in the Netherlands and Flanders. The project took into account the diversity of internationalisation strategies, the desirability of certification and the increasingly important issue of learning outcomes, focusing especially on the challenging aspects and use of international and intercultural learning outcomes. The key outcome of the project has been the development of a new method for measuring the quality of internationalisation, which highlights the need for an enhanced framework for the interpretation of quality criteria, a stronger focus on relevant institutional contexts and a need to review the standards upon which quality measures can be benchmarked...
TL;DR: In this paper, the authors present a "situated" approach for exploring educational research ethics across cultures and institutions, by bringing together insights from discussions in the fields of anthropology and health research.
Abstract: Within methodological debate on comparative and international education (CIE), issues around research ethics have rarely been directly interrogated. By bringing together insights from discussions in the fields of anthropology and health research, this paper aims to develop a ‘situated’ approach for exploring educational research ethics across cultures and institutions. The paper begins with a critique of the legalistic starting point on educational research ethics existing in many Northern institutions, which have often been imposed on other cultural contexts, with a particular focus on examining issues of consent, anonymisation and harm. Cultural values implicit in current UK educational research ethical procedures have been shown to conflict with values in the local context. By focusing on the micro community interactions, ethical concerns discussed in the anthropological literature can provide a resource for learning about differing beliefs and ethical codes of practice. While debates in the health res...
TL;DR: The 2010 Education For All Global Monitoring Report as mentioned in this paper showed that pastoralists are highly discriminated against in access to education services and called for urgent action to address their education deprivation, although they are among the most mobile people in the world.
Abstract: Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across the ‘mainstream’, ‘alternative’ and Open Learning traditions, but examples from around the world show that each broad approach comes with identifiable ‘terms of inclusion’ that, in different ways, reproduce and/or challenge pastoralists’ marginalisation. Achieving political commitment to addressing the scale and extent of pastoralists’ education deprivation is not unimaginable, but contingent on significant reappraisal of mobility as a livelihood strategy and of the legitimacy of pastoralism as a sustainable contemporary livelihood.
TL;DR: This article explored the combination of education and affirmative action in challenging historic inequalities faced by adivasis or indigenous peoples living in a remote region of Eastern India and showed how the combined effects of education, affirmative action can act as a "contradictory resource".
Abstract: This article explores the combination of education and affirmative action in challenging historic inequalities faced by adivasis or indigenous peoples living in a remote region of Eastern India. We show how the combined effects of education and affirmative action can act as a ‘contradictory resource’. On the one hand, policies of affirmative action are enabling young educated adivasis – the children of subsistence farmers and manual labourers – to benefit from the creation of new, rural state jobs. We show how without affirmative action such jobs may well have been monopolized by a local elite of higher castes. On the other hand, we argue several conservative processes have accompanied these changes. First, the reserved jobs secured by adivasis are relatively badly paid and insecure. Second, these jobs have not enabled relative progress for adivasis vis-a-vis traditional elites who are moving out of rural areas and diversifying their livelihoods. Third, young educated adivasis have begun to emulate the norms, values and ways of life of the local elite. This ‘culture of emulation’ is fostering new inequalities between educated adivasis and their poorer kin, who face increasing proletarianisation. The contradictory resource, we argue, concerns not only inequalities in accessing certain jobs, but also the creation of new forms of differentiation among historically marginalised people. We conclude by setting these findings within the wider complex relations emerging between caste, ethnicity and class in contemporary India.
TL;DR: In this paper, the authors examine the experiences of two British students conducting doctoral fieldwork in Damascus, Syria and highlight the importance of understanding what constitutes locally acceptable research, and the concept of gatekeepers is critically examined.
Abstract: This paper examines the experiences of two British students conducting doctoral fieldwork in Damascus, Syria. The cross-cultural nature of their work provides an opportunity to examine some of the assumptions which underlie specific principles of research governance in the UK such as anonymity, confidentiality and informed consent. Culturally variant understandings of notions such as privacy and permission-giving are explored, and the implications for social science research are discussed. Their experiences highlight the importance of understanding what constitutes locally acceptable research, and the concept of gatekeepers is critically examined. It is suggested that researchers are often ill-prepared for the complexities they may encounter in the process of gaining access, which often relies heavily on relational trust-building. The effect of power differentials on ethical procedures is explored, and the need to recognise the risk of both participant and researcher disempowerment is highlighted.
TL;DR: In this paper, the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war, is discussed.
Abstract: Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war. Theories of capacity development, human capabilities and transnationalism are used to build a framework to analyse micro-development projects in the education sector initiated by the South Sudanese diaspora. Case studies and in-depth interviews led to the identification of opportunities and challenges as experienced in these projects. The conclusion points to the need to rethink partnerships in the reconstruction of the education sector in South Sudan.
TL;DR: In this paper, the authors present an investigation of how students on a professional doctoral program taught by a UK university in three Anglophone Caribbean territories perceived ethics review procedures, and how these can be perceived.
Abstract: Cannella and Lincoln argue for a critical approach to the social sciences which ‘requires a radical ethics, an ethics that is always/already concerned about power and oppression even as it avoids constructing “power” as a new truth’ (2011, 81; emphasis in original). Referencing Spivak, they call for research relations which ‘address contemporary political and power orientations by recognising that the investigator and the investigated (whether people, institutions, or systems) are subjects of the presence or aftermath of colonialism’ (2011, 83). Such recognition fuels growing dissatisfaction with the formalised ethical review procedures required in, inter alia, North America, Australasia and the UK. This paper draws on an investigation of how students on a professional doctoral programme taught by a UK university in three Anglophone Caribbean territories perceived ethics review procedures. This programme emphasises decolonising methodologies and pedagogies, whilst recognising that these can be ‘perceived ...
TL;DR: The internationalisation of higher education (HE) is a salient development and is regularly discussed at both institutional and system levels as discussed by the authors, which is referred to as internationalisation in higher education.
Abstract: The internationalisation of higher education (HE) is a salient development and is regularly discussed at both institutional and system levels. In recent years, internationalisation has generated mu...