The perceptions of commoditisation and internationalisation of higher education in Australia: an interview study of Chinese international students and their lecturers

Mccrohon, M and Nyland, B 2018, 'The perceptions of commoditisation and internationalisation of higher education in Australia: an interview study of Chinese international students and their lecturers', Asia Pacific Education Review, vol. 19, no. 1, pp. 17-26.


Document type: Journal Article
Collection: Journal Articles

Title The perceptions of commoditisation and internationalisation of higher education in Australia: an interview study of Chinese international students and their lecturers
Author(s) Mccrohon, M
Nyland, B
Year 2018
Journal name Asia Pacific Education Review
Volume number 19
Issue number 1
Start page 17
End page 26
Total pages 10
Publisher Springer
Abstract This paper examined domestic educator and Chinese international student (CIS) perspectives on their experience of the commoditisation of international higher education in Australia. Data consisted of semi-structured interviews with academic and student participants. A Trans-disciplinary Framework derived from grounded theory and the Auditable Systematised Qualitative Analysis tool, provided structure and a method to systematise interview data. An interpretation of positioning theory gave insights into the perceived reality of research participants. Findings indicated that a number of academics struggled in their role as teachers of CIS. Concerns varied from disquiet about high fees to a perception that the quality of the teaching and learning program was lower because of the universitys emphasis on international students as a source of income. Conversely, some international students paid a high price for a Western education and considered success a fait accompli. © 2018, Education Research Institute, Seoul National University, Seoul, Korea.
Subject Higher Education
Keyword(s) Chinese international students
Grounded theory
Lecturers
Positioning theory
University stakeholders
DOI - identifier 10.1007/s12564-018-9515-z
Copyright notice © 2018, Education Research Institute, Seoul National University, Seoul, Korea.
ISSN 1598-1037
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