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  • Source: Compare: A Journal of Comparative & International Education
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  • Journal Articles

    1. Degrees of value: Comparing the contextual complexities of UK transnational education in Malaysia and Hong Kong
    Document Type: Journal Articles
    Year published: 2019
    Publisher: Routledge
    This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which 'value' in TNE is constructed in different host contexts is revealed. The paper brings to light the 'voices' of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage.
    [Copyright of Compare: A Journal of Comparative & International Education is the property of Routledge.]
  • Journal Articles

    2. One international university, two perspectives: The role of English as a lingua franca as perceived by Mainland and Hong Kong Chinese students
    Document Type: Journal Articles
    Year published: 2019
    Publisher: Routledge
    Internationalisation of higher education greatly facilitates cross-border student mobility, which has been extensively researched. This comparative study focuses on the relatively under-explored field of intra-regional educational mobility. It compares attitudes towards learning and using English of M ainland Chinese students and Hong Kong Chinese students while studying side-by-side at an English-medium university in Hong Kong. Using a mixed methodology the study found that the two groups expressed a similarly strong need for, and acceptance of, English as an academic lingua franca but expressed significantly different attitudes, needs and desires in relation to the use of English for social intercourse. The weaker presence of a social lingua franca was accompanied by perceptions of a lack of inclusivity. If, as is suggested in the literature, both social and academic integration are integral to the university experience, the findings reveal a lacuna in the learning environment of this and potentially other similarly internationalised universities.
    [Copyright of Compare: A Journal of Comparative & International Education is the property of Routledge.]
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