糖心传媒

This dissertation examines the development of professional identity among faculty members at the University of Zambia (UNZA), at several epochs in the institution鈥檚 history. The study explores how faculty identities emerged, shifted and were reconfigured in response to the shifts鈥�

In study abroad it is generally assumed that students will develop intercultural competencies (ICC) in the affective, cognitive, and behavioral domains. These sojourns occur in increasingly varied program types as universities seek to expand opportunities to diverse student types. With鈥�

Research has broadly explored the topics of transnational higher education (TNHE) and the forms of TNHE (e.g. articulation programmes) in the Chinese context from many perspectives, such as developmental history, policy, and quality assurance. Enrolling in an articulation programme, for鈥�

In this thesis I study the politics of the re-contextualisation of the Mexican 2009-2011 competency-based curricular reform to primary education, aiming to understand the processes of “complex contestation, resistances and refractions at play between policy text production and practice” (Rizvi鈥�

International education has witnessed a widespread push for promoting Western-originating ‘learner-centred’ approaches, often without adequately considering the challenges involved in crossing cultures. Like many developing countries, India for decades has been attempting a paradigm shift from predominantly ‘teacher-centred’ to more鈥�

There is a rising trend of international students studying at universities worldwide, with a substantial percentage enrolling each term in blended and online modules. This means that assignments such as online group work create unique spaces for intercultural learning and鈥�

This thesis draws upon fifteen months of ethnographic fieldwork to analyse the ways in which parents and pupils navigate between secular state and Islamic schools in northern Senegal. Preference for Qur’anic schools among relatively well-off and high-status families counters several鈥�

This dissertation examines how the professional and personal identities of vocational educational training (VET) teachers in Hong Kong have been influenced by changes to their work associated with the New Senior Secondary (NSS) reform. Teacher identity is dynamic and shaped鈥�

This dissertation explores the lives and practices of circuit supervisors (CSs), mid-level bureaucrats in the Ghanaian state’s decentralized education system who, characterize themselves as managing the human capital of the nation. As state agents and citizen actors, CSs traverse the鈥�

Josje van der Linden University of Groningen PhD Awarded: 29 September 2016 On September 29 Josje van der Linden defended her PhD on ‘Ensuring meaningful lifelong learning opportunities for groups at risk’ at the University of Groningen. As the fourth鈥�

In this study I explored the extent to which women and girls are disadvantaged within the Nepalese education system. I investigated the barriers to, and opportunities for, participation by women and girls in the formal education system, including those who鈥�

This thesis constitutes an interpretive ethnography of children’s educational experiences in rural Rwanda. It advances a theoretical argument for conceptualizing subjectivity, one which attends to how impersonal forces of political economy and history converge to inform children’s awareness, expectations, and鈥�

This thesis is set against a twofold background: national identity as a source of public resistance towards the deepening of European integration;and the possible role of education in enhancing support for the process, as endorsed through the European dimension in鈥�