Gavin Sanderson

A Foundation for the Internationalization of the Academic Self

This article identifies the limitations of contemporary organizational theory on the internationalization of higher education in guiding and supporting internationalization activities at the level of the academic Self. A way forward is provided through Crantons notion of authenticity in teaching in higher education, which presents a platform for understanding the academic Self through critically reflective and self-reflective processes. Crantons work is then expanded using the concept of cosmopolitanism to enhance the potential for individual teachers to internationalize their personal and professional outlooks. In sum, this article highlights the importance of the exhortation from Socrates to know thyself as a precondition to better understand Others. Furthermore, the article provides the fundamental underpinnings of a conceptual framework for the internationalization of the academic Self.

Understanding transnational MBA students’ instructional communication preferences

This paper reports on a preliminary investigation into the instructional preferences of students from Confucian‐heritage backgrounds studying in a transnational Master of Business Administration (MBA) program of an Australian university. This is part of a long‐term undertaking to ensure that teaching and learning arrangements in the MBA program are improved. The teaching and learning environment of the program is characterised by an intensive teaching regime which utilises a mixed mode of face‐to‐face and online delivery which promotes independent and collaborative learning. The aim of the investigation was to provide lecturers with an understanding of the students’ instructional preferences so that, where possible and appropriate, they can better assist the students to meet the learning objectives of the MBA program. Questionnaire data was collected from students studying the MBA in English (EMBA) in both Hong Kong and Singapore, as well as students studying the MBA in Chinese (CMBA) in Hong Kong, Singapore and Taiwan. The findings demonstrate that whilst students ranked teacher‐directed, face‐to‐face instructional delivery highly, some students also indicated that an independent, online learning environment had advantages even though it was their least‐preferred approach to learning. These findings provide lecturers with insights into their students as learners and this is particularly useful in terms of informing planning processes for how to best assist students to work productively and successfully in the face‐to‐face and online teaching and learning environment.

Refocusing Academia in the 21st Century

This chapter examines the changing discourses regarding the fundamental mission of universities and the diverse and competing social, economic, political and technical forces of the 21st century that they now face. Of particular interest is the identification of the ways academia itself is being forced to refocus its practices to respond to the 21st century milieu.