The Student Experiences of Teaching and Learning in Transnational Higher Education: A Phenomenographic Study from a British-Qatari Partnership

Autor/inn/en	Al Yafei, Khalifa; Ayoubi, Rami M.; Crawford, Megan
Titel	The Student Experiences of Teaching and Learning in Transnational Higher Education: A Phenomenographic Study from a British-Qatari Partnership
Quelle	In: Journal of Studies in International Education, 27 (2023) 3, S.408-426 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayoubi, Rami M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153211070111
Schlagwörter	International Education; Partnerships in Education; Student Attitudes; Employment Potential; Outcomes of Education; Phenomenology; Educational Experience; Teaching Methods; Foreign Countries; Independent Study; Skill Development; Transfer of Training; Program Design; Cultural Awareness; Cultural Differences; English (Second Language); Second Language Learning; Language of Instruction; Undergraduate Students; Qatar; United Kingdom + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulpartnerschaft; Schülerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lernleistung; Schulerfolg; Phenomenological psychology; Phänomenologie; Psychologie; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Selbststudium; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung; Programme design; Programmaufbau; Programmplanung; Cultural identity; Kulturelle Identität; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Katar; Großbritannien
Abstract	Transnational higher education (TNHE) of UK universities has been noticeably expanding during the last two decades in the Arab Gulf region, but few studies investigated qualitatively the different ways in which students in that region experience both teaching and learning. The aim of this study is to understand the ways that students conceptualise their learning and educational experiences at a British TNHE in Qatar. Employing a phenomenographic approach, we interviewed forty students in a TNHE UK programme within a Qatari higher education institution (HEI). The outcomes of our interviews generated three hierarchically related categories as follows: developing academic skills, acquiring self-learning skills, and acquiring employability skills. Our findings also suggest themes of interdependence in learning and transferability of skills developed by students. This study offers HEIs a better understanding and insight into the design of TNHE programmes that would respond to the students' learning experiences and educational development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01