Internationalisation of Higher Education and Global Learning

Abstract

This chapter addresses the theme of internationalisation and global learning. It is common knowledge that Australian universities have become active players in the international education market since the 1980s. Partnerships have taken myriad forms, many of them brokered through agents. The research reported here is part of a case study being conducted as an evaluation of a particular Sino-Australian partnership and the research was designed with the express purpose of examining issues and contexts surrounding a collaborative articulation program (CAP) between the two countries. The degree in question is an early childhood teaching degree and is the first of its kind to be accredited as a formal qualification in both Australia and China. The universities both offered early childhood teaching degrees. It was agreed students from China would study for two years in their home country and then transfer to Australia for two years, graduating with a dual degree. Other aspects of the initiative have involved lecturers from Australia visiting China to teach in the undergraduate early childhood degree. Lecturer visits commenced in 2013 and the first cohort of students arrived in Australia in 2014. In this chapter we explore the experiences of participating academics. Interviews were conducted in China and Australia and this data was analysed according to emerging themes which have been related to the original intent of the questions. Findings indicate that it is easier to match content in courses than to ensure standards. The English entry requirement has become a major barrier for student mobility, and Australian academics have been challenged in both contexts in adapting teaching methods to suit the Chinese cohort of students. Only one of the interviewees had a wider knowledge of the project than their immediate role as a lecturer.