Student Empowerment for Internationalisation at a Distance: Enacting the Students as Partners Approach in Virtual Mobility

Autor/inn/en	Breaden, Jeremy; Do, Thu; Moreira dos Anjos-Santos, Lucas; Normand-Marconnet, Nadine
Titel	Student Empowerment for Internationalisation at a Distance: Enacting the Students as Partners Approach in Virtual Mobility
Quelle	In: Higher Education Research and Development, 42 (2023) 5, S.1182-1196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2193728
Schlagwörter	Student Empowerment; Global Approach; Distance Education; Student Mobility; College Students; Diversity; International Educational Exchange; Action Research; Electronic Learning; Power Structure; Multicultural Education; Partnerships in Education; Teacher Student Relationship; Transfer of Training + Suchen Sie Ihr Suchwort? Studienberechtigung; Globales Denken; Distance study; Distance learning; Fernunterricht; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Collegestudent; Internationaler Austausch; Projektforschung; Multikulturelle Erziehung; Hochschulpartnerschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Training; Transfer; Ausbildung
Abstract	The popularisation of virtual mobility offers opportunities to reconsider power imbalances among different actors in higher education and to affirm the centrality of student agency and diversity. This article explores possibilities for applying the Students as Partners (SaP) approach to virtual mobility in order to empower students and foster reciprocal and ethical interactions. Drawing on interviews with students involved in an action research project, the article highlights the roles and perspectives of students in formulating authentic intercultural exchange experiences online. The findings suggest that application of the SaP framework reorganises students' agentic capacities and allows them to flourish in a way which, in turn, shifts the power balance in international learning and contributes to the ongoing re-configuration of approaches to internationalisation beyond the educator/student binary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01