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Autor/inBordogna, Claudia M.
TitelAdvocating and Administering Critical Realism in a Study of Transnational Educational Collaborative Partnerships
QuelleIn: Higher Education Research and Development, 39 (2020) 5, S.883-897 (15 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Bordogna, Claudia M.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0729-4360
DOI10.1080/07294360.2019.1704691
SchlagwörterCritical Theory; Realism; International Education; Partnerships in Education; Higher Education; International Cooperation; Intercollegiate Cooperation; Foreign Countries; China; United States
AbstractTransnational higher education is an increasingly important and essential part of the internationalisation of higher education. As the number of global educational institutions and international students participating in these types of initiatives increases, it becomes of paramount importance that research methodologies that investigate the phenomenon are developed and shared within transnational research communities. This article seeks to contribute to transnational education research by exploring a paradigm that has the potential to generate alternative forms of knowledge concerning transnational collaborative partnerships. By exploring functionalist and interpretivist approaches, often applied in partnership research, this article argues that neither approach, when applied in isolation, can fully articulate the notion of a TNE collaborative partnership. The article therefore champions the application of critical realism when investigating these partnerships and provides an empirical example of two Chinese-British case studies to illustrate the application of the paradigm, followed by a vignette of the type of findings generated, and its value to research and practice. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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