A study of intercultural tension in the context of Chinese transnational HE: Educators' perspective
Given the rapid expansion of Transnational Higher Education (TNHE) in the past decade (Kahn and Misiaszek 2019), this study contends that despite the increasing emphasis on improving the quality of TNHE initiatives (as highlighted by Hu, Eisenchlas, and Trevaskes in 2019, and Tsiligiris and Hill in 2019), there remains an insufficient exploration of intercultural tensions specifically perceived by educators within subject-specific domains.
This research primarily centres on Chinese internationalised Higher Education, specifically within the domain of Art and Design education in transnational settings. Its aim is to examine challenges and concerns encountered by educators associated with these educational initiatives.
To achieve this, the research begins by examining the viewpoints of essential stakeholders, including educators from both the host and home countries. It delves into the intercultural challenges and tensions experienced by educators transitioning to a transnational educational environment.
Employing a 'bottom-up' approach, the research aims to diagnose educators' transition experiences within the complex landscape of transnational higher education (Yang, 2021). It utilizes a design-oriented approach to comprehend the root causes and collectively recognize the impact of these challenges within the unique institutional and disciplinary context of Art and Design.
Xiaorui is currently supervised by the following PhD supervisors:
- Mersha Aftab
- Mary Traynor
