Transnational Higher Education: Developing a Transnational Student Success 'Signature' for Pre-Clinical Medical Students – An Action Research Project
Authors: W. Maddison
Abstract:
This paper describes an Action Research project which was undertaken to inform professional practice in order to develop a newly created Centre for Student Success in the specific context of transnational medical and nursing education in the Middle East. The objectives were to enhance the academic performance, persistence, integration and personal and professional development of a multinational study body, in particular in relation to pre-clinical medical students, and to establish a comfortable, friendly and student-driven environment within an Irish medical university recently established in Bahrain. The outcomes of the project resulted in the development of a specific student success ‘signature’ for this particular transnational higher education context.
Keywords: Global-Local, pre-clinical medical students, student success, transnational higher education, Middle East.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1100494
Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 2027References:
[1] Miller-Idriss, C. &Hanauer, E. (2011) Transnational higher education: offshore campuses in the Middle East. Comparative Education, 47(2), 181-207, Doi: 10.1080/03050068.2011.553935.
[2] Altbach, P.G. & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 3-4.
[3] McBurnie, G., &Ziguras, C. (2007). Transnational Education: Issues and Trends in Offshore higher Education. Routledge, Abingdon.
[4] UNESCO/Council of Europe (2001). Code of Good Practice in the Provision of Transnational Education. Riga: Council of Europe/UNESCO Code of Good Practice in the Provision of Transnational Education (2001).
[5] Leung, M. W. H., & Waters, J. L. (2013). Transnational higher education for capacity development? An analysis of British degree programmes in Hong Kong. Globalisation, Societies and Education, 11(4), 479-497. Doi: 10.1080/14767724.2013.834180.
[6] Wilkins, S., &Huisman, J. (2012). The international branch campus as transnational strategy in higher education. Higher Education, 64(5), 627- 645.
[7] Ryan, J. (2011). Teaching and Learning for International Students: Towards a Transcultural Approach. Teachers and Teaching, 17(6), 631- 648.
[8] Naidoo, V. (2009). Transnational higher education: A stock take of current activity. Journal of Studies on International Education, 13(3), 310-330.
[9] Welikala, T. (2011). Rethinking international higher education curriculum: mapping the research landscape. Nottingham, UK: Universitas 21.
[10] Erez, M. Lisak, A., Harush, R., Glikson, E., Nouri R. &Shokef, E. (2013). Going Global: Developing Management Students’ Cultural Intelligence and Global Identity in culturally Diverse Virtual Teams. Academy of Management Learning & Education, 12(3), 330-355.
[11] Donn, G., & Al Manthri, Y. (2010). Globalisation and higher education in the Arab Gulf States. Symposium Books: Didcot, UK.
[12] Anderson, V.R. (2012) ‘Homes’ and being ‘at home’ in New Zealand: women's place-making in internationalised higher education. Gender, Place & Culture: A Journal of Feminist Geography, 19(3), 327-343. doi: 10.1080/0966369X.2011.610097.
[13] Burns, K. (2008). (re)imagining the global, rethinking gender in education. Discourse: Studies in the Cultural Politics of Education, 29(3), 343-357.
[14] Heaney, A. & Fisher, R. (2011). Supporting conditionally-admitted students: A case study of assessing persistence in a learning community. Journal of the Scholarship of Teaching and Learning, 11(1), pp62-78.
[15] Schweiger, F., Gros, E., &Barberan, L. (2010). Lessons from the culturally diverse classroom: Intellectual challenges and opportunities of teaching in the American university. College Teaching, 58(4), 148-155.
[16] Grebennikov, L., & Shah, M. (2012). Student voice: using qualitative feedback from studens to enhance their university experience. Teaching in Higher Education, 18(6), 606-618.
[17] Bradbury, H. & Reason, P. (2003). Action Research: An Opportunity for Revitalizing Research Purpose and Practices. Qualitative Social Work, 2 pp155-175.
[18] Cardiff, S. (2012). Critical and creative reflective inquiry: surfacing narratives to enable learning and inform action. Education Action Research, 20(4), pp 605-622.
[19] Kemmis, S. (2009). Action research as practice-based practice. Educational Action Research, 17(3), 463-474.
[20] Arulampalam, W., Naylor, R.A., & Smith, J.P. (2004). A hazard model of the probability of medical school drop-out in the UK. Journal of the Royal Statistical Society, 167(1), 157-158
[21] Mancias, P. & Bick, R.J. (2013). Are Students Who do not Complete their Medical School Education Abandoned? Is More Help Needed? The Open Medical Education Journal, 6, 22-28
[22] Hayes, A., Holden-Rachiotis, C., Kavanagh, B. & Otoom, S. (2011). Bridging the gap: on easing the transition from Arab secondary to Western third level learning. Evaluation & Research in Education, 1(16) pp1-16.
[23] Blum, D., & Ullman, C. (2012). The globalization and corporatization of education: The limits and liminality of the market mantra. International Journal of Qualitative Studies in Education, 25(4), 367-373.
[24] Hou, A.Y.C. (2012). Mutual recognition of quality assurance decisions on higher education institutions in three regions: a lesson for Asia. Higher Education, 64. pp911–926
[25] Lindley, J., McCall, L., & Abu-Arab A. (2013). Visitor or inhabitant? Addressing the Needs of Undergraduate Transnational Medical Students. Journal of Studies in International Education, 17(1) 79-96
[26] Wilkins, S. &Balakrishnan, M.S. (2011), Assessing student satisfaction in transnational higher education. International Journal of Educational Management, 27(2), pp143-156.
[27] Harvey, A. (2010). Nationalism and Higher Education: Emerging Trends. International Journal of Learning, 16(12), 355-364.
[28] Gargano, T. (2009). (Re)conceptualizing International Student Mobility: The Potential of Transnational Social Fields. Journal of Studies In International Education, 13(3), 331-346
[29] Huang, L.S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. Language Teaching Research, 14(4), pp517-539.
[30] Winston, K.A., van der Vleuten, C.P.M., Scherpbier, A.J.J.A. (2010). An investigation into the design and effectiveness of a mandatory cognitive skills programme for at-risk medical students. Medical teacher, 32(3), pp236-43.
[31] Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
[32] Abel, C.F. (2009). Towards a signature pedagogy for public administration. Journal of Public Affairs Education, 15, 145-160
[33] Goodyear, R.K. (2007). Toward an effective signature pedagogy for psychology: Comments supporting the case for competent supervisors. Professional Psychology: Research and Practice, 38(3), 273-274.
[34] Olson, K, & Clark, C.M. (2009). A signature pedagogy in doctoral education: The leader-scholar community. Educational Researcher, 38, 216-221.
[35] Benmayor, R. (2008). Digital storytelling as a signature pedagogy for the new humanities. Arts and humanities in Higher Education, 7, 188- 204.
[36] Larrison, T.E. &Korr, W.S. (2013). Does Social Work Have a Signature Pedagogy? Journal of Social Work Education,49:194-206.DOI: 10.1080/10437797.2013.768102.
[37] Harryba, S.A., Guilfoyle, A.M., & Knight, S. (2012). Understanding the Challenges of Accessing University Support Services: The Perspectives of Staff Members and International Students. The International Journal of Learning, 18(6), pp263-289.
[38] Sohail, M.S. & Shaikh, N.M. (2004). Quest for excellence in business education: a study of student impressions of service quality. International Journal of Educational Management, 18(1) pp.58-65.
[39] Baird, C. (2012). Targeted, timely, learning support for international students: One Australian University’s approach. Journal of Learning Design, 5(1), pp.52-62.
[40] Henderson, D., Fisher, D., & Fraser, B. (2000). Interpersonal behavior, learning environments and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, pp26-43.
[41] Cole, J.S. &Korkmaz, A. (2010). Using Longitudinal Data to Improve the Experiences and Engagement of First-Year Students. New Directions for Institutional Research, Assessment Supplement Winter 2010.
[42] Ginsburg, S. &Lingard, L. (2011). ‘Is that normal?’ Pre-clerkship students’ approaches toprofessional dilemmas. Medical Education, 45, 362–371.
[43] Tinto, V. (1988). Colleges as communities: Taking research on student persistence seriously. Review of Higher Education, 21(2), 167-177.
[44] Twenge, J.M. (2009). Generational changes and their impact in the classroom: teaching Generation Me. Medical Education, 43. Pp398-405.
[45] Friedman, V.J. & Rogers, T. (2009). There is nothing so theoretical as good action research. Action Research 7(1), 31-47.
[46] McNiff, J., & Whitehead, J. (2005). All you need to know about action research. London, UK: Sage.
[47] Coghlan, D., &Brannick, T. (2010). Doing action research in your own organization (3rded.). London, UK: Sage.
[48] Sterman, J. (2000). Business dynamics: Systems thinking and modeling for a complex world. Boston, MA: Irwin McGraw-Hill.
[49] Franz, N.K. (2011) The Unfocused Focus Group: Benefit or Bane? The Qualitative Report, 16(5), 1380-1388.
[50] Krueger, R, & Casey, M. (2009). Focus groups: A practical guide for applied research (4th ed.), Thousand Oaks, CA: Sage Publications
[51] Mezirow, J. 1981. A critical theory of adult learning and education. Adult Education Quarterly, 32 (1), 3-24.
[52] Habermas, J. 1984. Theory of communicative action: Reason and the rationalization of society. Trans. T. McCarthy. Boston, MA: Beacon.
[53] Bourdieu, P. 1990. The logic of practice. Trans. R. Nice. Stanford, CA: Stanford University Press.
[54] Kim, H.S. (1998). Critical reflective inquiry for knowledge development in nursing practice. Journal of Advanced Nursing, 29(5), pp1205-12.
[55] Sappington, N. Baker, P.J., Gardner, D., &Pacha J. (2010). A signature pedagogy for leadership education: Preparing principals through participatory action research. Planning and Changing, 41(3/4), pp249- 273.
[56] Altbach, P.G. (2007) Globalization and the Univeristy: Realities in an Unequal World.In James.J.F. Forest and Philip G. Altbach (Eds.), International Handbook of Higher Education, Springer. p121-139.