No Human Mobility: How Is Knowledge Mobile in a Context of Internationalisation at a Distance? A Case Study

Autor/inn/en	Yue, Yun; De Souza, Denise; Townsin, Louise
Titel	No Human Mobility: How Is Knowledge Mobile in a Context of Internationalisation at a Distance? A Case Study
Quelle	In: Higher Education Research and Development, 42 (2023) 5, S.1165-1181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2216643
Schlagwörter	Higher Education; Student Mobility; Foreign Students; COVID-19; Pandemics; Distance Education; Educational Technology; Curriculum; Communities of Practice; Computer Mediated Communication; Barriers; Cultural Influences; Language Usage; Context Effect; Foreign Countries; Online Courses; Knowledge Level; Teacher Attitudes; Student Attitudes; Masters Programs; Australia; China + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Curricula; Lehrplan; Rahmenplan; Community; Computerkonferenz; Cultural influence; Kultureinfluss; Sprachgebrauch; Ausland; Online course; Online-Kurs; Wissensbasis; Lehrerverhalten; Schülerverhalten; Magister course; Magisterstudiengang; Australien
Abstract	The internationalisation of higher education has been challenged by the significant decline in international student mobility caused by the COVID-19 pandemic. The emergence of internationalisation at a distance before COVID-19 paved a new avenue for the internationalisation of higher education, with the distinctive feature of knowledge mobility without human mobility. However, few studies have explored knowledge mobility in an internationalisation at a distance context. The ethnographic case study identifies three knowledge mobility channels -- Information and Communication Technology (ICT), curriculum and virtual community of practice -- and argues that the knowledge creation model SECI (Socialisation, Externalisation, Combination, and Internalisation) is inapplicable in the internationalisation at a distance context. Additionally, the absence of immersion in face-to-face interaction hinders internationalisation at a distance students' identity construction, placing them at a disadvantage in acquiring tacit knowledge. The significance of cultural, linguistic and pedagogical contextualisation in the context is also emphasised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01