Titlebook: International Joint Double Degrees and International Transitions in Higher Education; The Self, Pedagogy a Jan Katherine Bamford Book 2020

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Differences in Institutional and Nationally Framed Approaches to Pedagogy as Part of the Internatioational level is considered here in terms of the identifiable academic cultures of different institutions and the way these academic cultural differences impact on the students enrolled on international programmes of study. The mode of teaching as a culturally steeped activity is considered.

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to the student learning experience.Reinterprets the definitiThis book explores the interplay between culture and pedagogy within the student experience of international joint double degree programmes. The author posits that international higher education can be seen within a construct of mutuality,

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Book 2020r posits that international higher education can be seen within a construct of mutuality, with the experience of internationalisation being a driving force for the development of agency and cultural awareness. This direct, lived reality of experiencing cultural difference as part of the educational

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Introduction to Joint Degrees and the Debates, Tensions and Influences in International Higher Educnce, providing a framework for the monograph, which is grounded in the analysis of the micro level of internationalisation but which also gives some attention to the meso and macro levels. The conceptual approach is outlined and the chapter considers a construct of the mutuality of the experience: t

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Contextualising International Joint Double Degrees,f Knowledge, policy positions with regard to international higher education and the experience of a joint degree from an institutional and staff perspective. The focus is on how higher education institutions are engaging with each other in such programmes of study and the institutional basis for suc

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,The ‘Lived’ Experience of International Joint Double Degrees as an Internationalised Curriculum: A e degrees. The chapter underlines the challenges that were encountered as the narrative is drawn from observational field notes recorded during the first two years of the programmes’ development. The chapter gives ‘voice’ to the experience from a coordinator’s perspective—a voice, which is rarely he

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