The Reintegration of Tongan Postgraduate Scholars after Study Abroad: Knowledge Utilisation and Resituation

Autor/inn/en	Franken, Margaret; Langi, Nautalus Tuituiovai Kaho; Branson, Christopher
Titel	The Reintegration of Tongan Postgraduate Scholars after Study Abroad: Knowledge Utilisation and Resituation
Quelle	In: Asia Pacific Education Review, 17 (2016) 4, S.691-702 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-016-9462-5
Schlagwörter	Graduate Students; Study Abroad; Educational Mobility; Higher Education; Educational Finance; Financial Support; Scholarships; Educational Experience; Student Attitudes; Knowledge Management; Education Work Relationship; Skill Development; Foreign Countries; Tonga + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studies abroad; Auslandsstudium; Bildungsmobilität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; Finanzielle Förderung; Scholarship; Stipendium; Bildungserfahrung; Schülerverhalten; Wissensmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland
Abstract	Higher education has seen increasing educational mobility as students finance themselves or get financial support from their families to study abroad (Shields "Comp Educ Rev" 57(4):609-636, 2013; Verbik and Lazanowski in "World education news and reviews." http://www.wes.org/educators/pdf/StudentMobility.pdf, 2007). Another significant source of support, particularly for students in developing countries, is that from international aid scholarships. This research presents the reported experiences of 15 Tongan postgraduate scholars who successfully completed overseas postgraduate studies. The study focuses on the perceptions of qualifications and of scholars, as well as knowledge utilisation and knowledge resituation in and beyond the workplace. Knowledge utilisation, sometimes referred to as knowledge management, is how others support returnees' to share and make use of their knowledge; while knowledge resituation is a personal and individual process in which knowledge gained in one context is tuned to and made use of in a new context (Eraut in "Expertise development: the transition between school and work." Open Universiteit, Heerlen, pp 52-73, 2004a, "Pedagogy and practice. Culture and identities." Sage, London, 2008; Franken 2012). Given the challenges the scholars faced, we advocate for a more explicit recognition of what knowledge and skills returning scholars bring home, and a more proactive and strategic use of these by their workplaces in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01