388
Views
2
CrossRef citations to date
0
Altmetric
Articles

(Re)constructing identity in the transnational classroom: the student perspective

ORCID Icon &
Pages 502-535 | Received 12 Nov 2020, Accepted 02 Dec 2021, Published online: 18 Dec 2021

References

  • Alexander, C. N., & Wiley, M. G. (1990). Situated activity and identity formation. In M. Rosenberg & R. H. Turner (Eds.), Social psychology: Sociological perspectives (pp. 269–289). Transaction Publishers.
  • Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3-4), 290–305. https://doi.org/10.1177/1028315307303542
  • Artino, A. R. (2008). Cognitive load theory and the role of learner experience: An abbreviated review for educational practitioners. Association for the Advancement of Computing in Education Journal, 16(4), 425–439.
  • Ashforth, B. E., & Schinoff, B. S. (2016). Identity under construction: How individuals come to define themselves in organizations. Annual Review of Organizational Psychology and Organizational Behavior, 3(1), 111–137. https://doi.org/10.1146/annurev-orgpsych-041015-062322
  • Australian Government. (2019). The global context of tertiary student mobility. Department of Education and Training, Research Snapshot, September 2019. Retrieved July 31, 2020, from https://internationaleducation.gov.au/research/research-snapshots/pages/default.aspx
  • Australian Government. (2020). Offshore delivery of Australian higher education courses in 2019. Department of Education and Training, Research Snapshot, October 2020. Retrieved July 24, 2021, from https://internationaleducation.gov.au/research/research-snapshots/pages/default.aspx
  • Baskerville, R., & Evans, L. (2011). The darkening glass: Issues for translation of IFRS. The Institute of Chartered Accountants of Scotland.
  • Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91(Focus Issue), 863–876. https://doi.org/10.1111/j.1540-4781.2007.00674.x
  • Bodycott, P., & Lai, A. (2012). The influence and implications of Chinese culture in the decision to undertake cross-border higher education. Journal of Studies in International Education, 16(3), 252–270. https://doi.org/10.1177/1028315311418517
  • Bokhorst-Heng, W. D. (2005). Debating Singlish. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 24(3), 185–209. https://doi.org/10.1515/mult.2005.24.3.185
  • Bosrock, M. M. (2007). Asian business customs and manners: A county by country guide. Meadowbrook Press.
  • Brislin, R. W. (1994). Individualism and collectivism as the source of many specific cultural differences. In R. W. Brislin & T. Yoshida (Eds.), Improving intercultural interactions: Modules for cross-cultural training programs (pp. 71–90). Sage Publications.
  • Bryman, A., & Bell, E. (2011). Business research methods (3rd ed). Oxford University Press.
  • Burke, P. J. (1991). Identity processes and social stress. American Sociological Review, 56(6), 836–849. https://doi.org/10.2307/2096259
  • Burke, P. J., & Stets, J. E. (1999). Trust and commitment through self-verification. Social Psychology Quarterly, 62(4), 347–366. https://doi.org/10.2307/2695833
  • Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. Routledge.
  • Census and Statistics Department. (2016). Sumamry results of 2016 population by-census. https://www.censtatd.gov.hk/en/EIndexbySubject.html?pcode = B1120094&scode = 459
  • Chalmers, D., & Volet, S. (1997). Common misconceptions about students from south-East Asia studying in australia. Higher Education Research & Development, 16(1), 87–99. https://doi.org/10.1080/0729436970160107
  • Chan, S. (1999). The Chinese learner: A question of style. Education + Training, 41(6/7), 294–304. https://doi.org/10.1108/00400919910285345
  • Chapman, A., & Pyvis, D. (2006). Dilemmas in the formation of student identity in offshore higher education: A case study in Hong Kong. Educational Review, 58(3), 291–302. https://doi.org/10.1080/00131910600748190
  • Charlesworth, Z. M. (2008). Learning styles across cultures: Suggestions for educators. Education + Training, 50(2), 115–127. https://doi.org/10.1108/00400910810862100
  • Chatard, A., & Selimbegovic, L. (2007). The impact of higher education on egalitarian attitudes and values: Contextual and cultural determinants. Social and Personality Psychology Compass, 1(1), 541–556. https://doi.org/10.1111/j.1751-9004.2007.00024.x
  • Choi, S. H.-J., & Nieminen, T. A. (2013). Factors influencing the higher education of international students from Confucian East Asia. Higher Education Research & Development, 32(2), 161–173. https://doi.org/10.1080/07294360.2012.673165
  • Chong, W. H. (2007). The role of personal agency beliefs in academic self-regulation: An Asian perspective. School Psychology International, 28(1), 63–76. https://doi.org/10.1177/0143034307075681
  • Choong, S. H., Daniel, E. G. S., & DeWitt, D. (2020). Literature review on Confucian heritage culture identity in Malaysian Chinese pre-university students. International Journal of Teaching, Education and Learning, 4(1), 12–18. https://doi.org/10.20319/pijtel.2020.41.1218
  • Cooper, B. J., & Adams, K. (1997). The export of accountancy education to Malaysia and Singapore: An Australian experience. Asian Review of Accounting, 5(2), 109–123. https://doi.org/10.1108/eb060693
  • Council of Europe. (2001). Code of good practice in the provision of transnational education. Retrieved January 7, 2019, from http://www.coe.int/t/dg4/highereducation/recognition/code%20of%20good%20practice_EN.asp
  • CPA Australia. (2020). Professional accreditation guidelines Australia and New Zealand: CPA Australia and Chartered Accountants Australia and New Zealand. Retrieved September 4, 2020, from https://www.cpaaustralia.com.au/academics/accreditation-guidelines-for-higher-education-programs
  • Cross-Border Education Research Team. (2017). C-BERT Branch Campus Listing. Retrieved September 21, 2020, from http://cbert.org/resources-data/branch-campus/
  • Crozet, C., Liddicoat, A. J., & Lo Bianco, J. (1999). Intercultural competence: From language policy to language education. In J. Lo Bianco, A. J. Liddicoat, & C. Crozet (Eds.), Striving for the third place: Intercultural competence through language education (pp. 1–20). Language Australia.
  • Daskalaki, M., & Simosi, M. (2018). Unemployment as a liminoid phenomenon: Identity trajectories in times of crisis. Human Relations, 71(9), 1153–1178. https://doi.org/10.1177/0018726717737824
  • De Vita, G. (2000). Inclusive approaches to effective communication and active participation in the multicultural classroom. Active Learning in Higher Education, 1(2), 168–180. https://doi.org/10.1177/1469787400001002006
  • Driskill, T., & Rankin, R. (2020). Cross-cultural comparison of ethical reasoning of students in China and the United States. Accounting Education, 29(3), 291–304. https://doi.org/10.1080/09639284.2020.1760114
  • Dunn, L., & Wallace, M. (2004). Australian academics teaching in Singapore: Striving for cultural empathy. Innovations in Education and Teaching International, 41(3), 291–304. https://doi.org/10.1080/14703290410001733285
  • Dunn, L., & Wallace, M. (2006). Australian academics and transnational teaching: An exploratory study of their preparedness and experiences. Higher Education Research & Development, 25(4), 357–369. https://doi.org/10.1080/07294360600947343
  • Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3–17. https://doi.org/10.1016/j.jeap.2006.11.005
  • Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30(3), 198–208. https://doi.org/10.1016/j.esp.2011.01.001
  • Fang, W., & Wang, S. (2014). Chinese students’ choice of transnational higher education in a globalized higher education market. Journal of Studies in International Education, 18(5), 475–494. https://doi.org/10.1177/1028315314523989
  • Gardner, S. K. (2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education, 33(2), 125–138. https://doi.org/10.1007/s10755-008-9068-x
  • Gopinathan, S. (2007). Globalisation, the Singapore developmental state and education policy: A thesis revisited. Globalisation, Societies and Education, 5(1), 53–70. https://doi.org/10.1080/14767720601133405
  • Government of Singapore. (2020). SkillsFuture. Retrieved August 31, 2020, from https://www.skillsfuture.sg/
  • Grimshaw, T. (2011). Concluding editorial: ‘The needs of international students rethought - implications for the policy and practice of higher education’. Teachers and Teaching, 17(6), 703–712. https://doi.org/10.1080/13540602.2011.625147
  • Gudykunst, W. B. (1997). Cultural variability in communication. Communication Research, 24(4), 327–348. https://doi.org/10.1177/009365097024004001
  • Guo, T. (2015). Learning the Confucian way. In G. J. van Schalkwyk & R. C. D'Amato (Eds.), From the Confucian way to collaborative knowledge co-construction. New directions for teaching and learning (pp. 5–18). Wiley.
  • Hall, S. (1992). The question of cultural identity. In S. Hall, D. Held, & A. G. Mcgrew (Eds.), Modernity and its futures (pp. 273–316). Polity Press.
  • Hall, S. (1996a). Introduction: Who needs identity? In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1–17). Sage Publications.
  • Hall, S. (1996b). The question of cultural identity. In S. Hall, D. Held, D. Hubert, & K. Thompson (Eds.), Modernity: An introduction to modern societies (pp. 595–634). Blackwell.
  • Hall, S. (1997). Random thoughts provoked by the conference “identities, democracy, culture and communication in Southern Africa”. Critical Arts, 11(1-2), 1–16. https://doi.org/10.1080/02560049785310031
  • Hamilton, S. E. (2013). Exploring professional identity: The perceptions of chartered accountant students. The British Accounting Review, 45(1), 37–49. https://doi.org/10.1016/j.bar.2012.12.002
  • Hawkins, M. R. (2005). Becoming a student: Identity work and academic literacies in early schooling. TESOL Quarterly, 39(1), 59–82. https://doi.org/10.2307/3588452
  • Haynes, K. (2006). Linking narrative and identity construction: Using autobiography in accounting research. Critical Perspectives on Accounting, 17(4), 399–418. https://doi.org/10.1016/j.cpa.2004.08.005
  • Heffernan, T., Morrison, M., Basu, P., & Sweeney, A. (2010). Cultural differences, learning styles and transnational education. Journal of Higher Education Policy and Management, 32(1), 27–39. https://doi.org/10.1080/13600800903440535
  • Herbert, I. P., Rothwell, A. T., Glover, J. L., & Lambert, S. A. (2021). Does the changing world of professional work need a new approach to accounting education? Accounting Education, 30(2), 188–212. https://doi.org/10.1080/09639284.2020.1827446
  • Hoare, L. (2006). So near and yet so far: An ethnographic evaluation of an Australian transnational education program [Ph.D. Doctor of Philosophy thesis]. The University of Melbourne.
  • Hoare, L. (2012). Transnational student voices. Journal of Studies in International Education, 16(3), 271–286. https://doi.org/10.1177/1028315311398045
  • Hoare, L. (2013). Swimming in the deep end: Transnational teaching as culture learning? Higher Education Research & Development, 32(4), 561–574. https://doi.org/10.1080/07294360.2012.700918
  • Hodkinson, C. S., & Poropat, A. E. (2014). Chinese students’ participation: The effect of cultural factors. Education + Training, 56(5), 430–446. https://doi.org/10.1108/ET-04-2013-0057
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage.
  • Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind: Intercultural cooperation and its importance for survival (3rd ed). McGraw-Hill.
  • Horta, H. (2018). The declining scientific wealth of Hong Kong and Singapore. Scientometrics, 117(1), 427–447. https://doi.org/10.1007/s11192-018-2845-0
  • House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Sage.
  • IAESB. (2019). 2019 handbook of international education standards. https://www.iaesb.org/publications/2019-handbook-international-education-standards
  • Jackling, B. (2009). Influences on the supply of accounting graduates in Australia: A focus on international students. Accounting & Finance, 49(1), 141–159. https://doi.org/10.1111/j.1467-629X.2008.00273.x
  • Jin, L., & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19(1), 5–20. https://doi.org/10.1080/07908310608668751
  • Jones, A. (2005). Culture and context: Critical thinking and student learning in introductory macroeconomics. Studies in Higher Education, 30(3), 339–354. https://doi.org/10.1080/03075070500095788
  • Kaplan, A., & Flum, H. (2012). Identity formation in educational settings: A critical focus for education in the 21st century. Contemporary Educational Psychology, 37(3), 171–175. https://doi.org/10.1016/j.cedpsych.2012.01.005
  • Kaplan, D. H. (1999). Territorial identities and geographic scale. In G. H. Herb & D. H. Kaplan (Eds.), Nested identities: Nationalism, territory and scale (pp. 31–49). Rowman & Littlefield Publishers.
  • Keay, J., May, H., & O'Mahony, J. (2014). Improving learning and teaching in transnational education: Can communities of practice help? Journal of Education for Teaching, 40(3), 251–266. https://doi.org/10.1080/02607476.2014.903025
  • Kelly, S. (2009). Social identity theories and educational engagement. British Journal of Sociology of Education, 30(4), 449–462. https://doi.org/10.1080/01425690902954620
  • Kim, U., Triandis, H. C., Kagitcibasi, C., Choi, S. C., & Yoon, G. (1994). Individualism and collectivism: Theory, method, and applications. Sage Publications.
  • Knight, J., & McNamara, J. (2015). The impact of transnational education in receiving countries. International Higher Education, 82(Fall), 3–5. https://doi.org/10.6017/ihe.2015.82.8862
  • Lattuca, L. R. (2002). Learning interdisciplinarity: Sociocultural perspectives on academic work. Journal of Higher Education, 73(6), 711–739. https://doi.org/10.1080/00221546.2002.11777178
  • Leask, B. (2004). Transnational education and intercultural learning: Reconstructing the off-shore teaching team to enhance internationalization.
  • Lee, E. L. (2007). Linguistic and cultural factors in East Asian students’ oral participation in US university classrooms. International Education, 36(2), 27–47.
  • Lewis, C., & Fabos, B. (2005). Instant messaging, literacies, and social identities. Reading Research Quarterly, 40(4), 470–501. https://doi.org/10.1598/RRQ.40.4.5
  • Li, H., & Rao, N. (2005). Curricular and instructional influences on early literacy attainment: Evidence from Beijing, Hong Kong and Singapore. International Journal of Early Years Education, 13(3), 235–253. https://doi.org/10.1080/09669760500295870
  • Lin, L. H. F., & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students’ vocabulary. Journal of English for Academic Purposes, 9(4), 255–266. https://doi.org/10.1016/j.jeap.2010.09.002
  • Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94. https://doi.org/10.1093/applin/20.1.71
  • Lo, W. Y. W. (2018). After globalisation: A reconceptualisation of transnational higher education governance in Singapore and Hong Kong. Higher Education Quarterly, 72(1), 3–14. https://doi.org/10.1111/hequ.12137
  • Mangan, J. A. (2013). Imperial Singapore – culture imperialism and imperial control: Athleticism as ideological intent. The International Journal of the History of Sport, 30(11), 1193–1220. https://doi.org/10.1080/09523367.2013.803962
  • Marcia, J. (1994). Identity and psychotherapy. In S. Archer (Ed.), Interventions for adolescent identity development (pp. 29–46). Sage.
  • Marginson, S. (2013). The impossibility of capitalist markets in higher education. Journal of Education Policy, 28(3), 353–370. https://doi.org/10.1080/02680939.2012.747109
  • Maxwell-Stuart, R., & Huisman, J. (2018). An exploratory study of student engagement at transnational education initiatives: Proactive or apathetic? International Journal of Educational Management, 32(2), 298–309. https://doi.org/10.1108/IJEM-03-2017-0059
  • Mazzarol, T., & Soutar, G. N. (2012). Revisiting the global market for higher education. Asia Pacific Journal of Marketing and Logistics, 24(5), 717–737. https://doi.org/10.1108/13555851211278079
  • McBurnie, G., & Ziguras, C. (2007). Transnational education: Issues and trends in offshore higher education. Oxon: Routledge.
  • Mellado, L., Parte, L., & Villanueva, E. (2020). Perceptions of the accounting profession based on an analysis of metaphors by undergraduate accounting students. Accounting Education, 29(6), 572–604. https://doi.org/10.1080/09639284.2020.1833227
  • Mellors-Bourne, R., Jones, E., & Woodfield, S. (2015). Transnational education and employability development. Higher Education Academy.
  • Miller, T. (2019). Curriculum reduction, cognitive load and understanding of core principles. Meditari Accountancy Research, 28(1), 1–25. https://doi.org/10.1108/MEDAR-01-2019-0438
  • Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415–437. https://doi.org/10.1598/RRQ.44.4.7
  • Morrison, M., Sweeney, A., & Heffernan, T. (2003). Learning styles of on-campus and off-campus marketing students: The challenge for marketing educators. Journal of Marketing Education, 25(3), 208–217. https://doi.org/10.1177/0273475303257520
  • Mulhall, A. (2003). In the field: Notes on observation in qualitative research. Journal of Advanced Nursing, 41(3), 306–313. https://doi.org/10.1046/j.1365-2648.2003.02514.x
  • Ng, A. K. (2001). Why asians are less creative than westerners. Prentice Hall.
  • Ng, B. C., & Cavallaro, F. (2019). Multilingualism in Southeast Asia: The post-colonial language stories of Hong Kong, Malaysia and Singapore. In S. Montanari & S. Quay (Eds.), Multidisciplinary perspectives on multilingualism: The fundamentals (pp. 27–50). De Gruyter Mouton.
  • Ng, I. C. (2007). Teaching business studies to Far East students in the UK. In D. Palfreyman & D. L. McBride (Eds.), Learning and teaching across cultures in higher education (pp. 36–54). Palgrave Macmillan.
  • Nguyen, L. U. (2019). The construction of accountant identity in a transitioning economy: The case of Vietnam. Accounting & Finance, 59(3), 1709–1740. https://doi.org/10.1111/acfi.12470
  • Nguyen, P.-M., Terlouw, C., & Pilot, A. (2006). Culturally appropriate pedagogy: The case of group learning in a Confucian heritage culture context. Intercultural Education, 17(1), 1–19. https://doi.org/10.1080/14675980500502172
  • Nuttbrock, L., & Freudiger, P. (1991). Identity salience and motherhood: A test of stryker's theory. Social Psychology Quarterly, 54(2), 146–157. https://doi.org/10.2307/2786932
  • O'Mahony, J. (2014). Enhancing student learning and teacher development in transnational education. The Higher Education Academy.
  • Prescott, A., & Hellsten, M. (2005). Hanging together even with non-native speakers: The international student transition experience. In P. Ninnes & M. Hellsten (Eds.), Internationalizing higher education: Critical explorations of pedagogy and policy (pp. 75–95). Springer.
  • Prins, B. (2006). Narrative accounts of origins European Journal of Women's Studies, 13(3), 277–290. https://doi.org/10.1177/1350506806065757
  • Pyvis, D., & Chapman, A. (2005). Culture shock and the international student ‘offshore’. Journal of Research in International Education, 4(1), 23–42. https://doi.org/10.1177/1475240905050289
  • Pyvis, D., & Chapman, A. (2007). Why university students choose an international education: A case study in Malaysia. International Journal of Educational Development, 27(2), 235–246. https://doi.org/10.1016/j.ijedudev.2006.07.008
  • Reay, D., Hollingworth, S., Williams, K., Crozier, G., Jamieson, F., James, D., & Beedell, P. (2007). A darker shade of pale?'. Whiteness, the middle classes and multi-ethnic inner city schooling. Sociology, 41(6), 1041–1060. https://doi.org/10.1177/0038038507082314
  • Richards, L. (2013). Handling qualitative data: A practical guide (2nd ed.). Sage.
  • Ryan, J., & Louie, K. (2007). False dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning. Educational Philosophy and Theory, 39(9), 404–417. https://doi.org/10.1111/j.1469-5812.2007.00347.x
  • Sidhu, R., Ho, K. C., & Yeoh, B. (2011). Emerging education hubs: The case of Singapore. Higher Education, 61(1), 23–40. https://doi.org/10.1007/s10734-010-9323-9
  • Simmons, L. C., & Munch, J. M. (1996). Is relationship marketing culturally bound: A look at guanxi in China. Advances in Consumer Research, 23, 92–96.
  • Singapore Accountancy Commission. (2020). Singapore chartered accountant qualification. Retrieved October 17, 2020, from https://www.sac.gov.sg/scaq
  • Singapore Department of Statistics. (2020). Census of population 2020. Retrieved November 22, 2021, from https://www.singstat.gov.sg/-/media/files/publications/cop2020/sr1/cop2020sr1.pdf
  • Sithole, S., Datt, R., de Lange, P., & Tharapos, M. (2021). Learning accounting through visual representations. Accounting Research Journal, 34(4), 365–384. https://doi.org/10.1108/ARJ-06-2018-0100
  • Skeggs, B. (2005). The making of class and gender through visualizing moral subject formation. Sociology, 39(5), 965–982. https://doi.org/10.1177/0038038505058381
  • Smith, B., Maguire, W., & Han, H. H. (2018). Generic skills in accounting: Perspectives of Chinese postgraduate students. Accounting & Finance, 58(2), 535–559. https://doi.org/10.1111/acfi.12219
  • Stanley, T., & Marsden, S. (2013). Accountancy capstone: Enhancing integration and professional identity. Journal of Accounting Education, 31(4), 363–382. https://doi.org/10.1016/j.jaccedu.2013.08.002
  • Statista. (2020). Number of international students studying in the United States in 2018/19, by country of origin. September 30, 2020 https://www.statista.com/statistics/233880/international-students-in-the-us-by-country-of-origin/
  • Stets, J. E., & Biga, C. F. (2003). Bringing identity theory into environmental sociology. Sociological Theory, 21(4), 398–423. https://doi.org/10.1046/j.1467-9558.2003.00196.x
  • Stryker, S. (1968). Identity salience and role performance: The relevance of symbolic interaction theory for family research. Journal of Marriage and the Family, 30(4), 558–564. https://doi.org/10.2307/349494
  • Stryker, S. (1980). Symbolic interactionism: A social structural version. Benjamin-Cummings.
  • Stryker, S., & Burke, P. J. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63(4), 284–297. https://doi.org/10.2307/2695840
  • Stryker, S., & Serpe, R. (1994). Identity salience and psychological centrality: Equivalent, overlapping or complementary concepts? Social Psychology Quarterly, 57(1), 16–35. https://doi.org/10.2307/2786972
  • Stryker, S., & Serpe, R. T. (1982). Commitment, identity salience, and role behavior: Theory and research example. In W. Ickes & E. S. Knowles (Eds.), Personality, roles, and social behavior (pp. 199–218). Springer.
  • Summers, M., & Volet, S. (2008). Students’ attitudes towards culturally mixed groups on international campuses: Impact of participation in diverse and non-diverse groups. Studies in Higher Education, 33(4), 357–370. https://doi.org/10.1080/03075070802211430
  • Tacelosky, K. (2018). Transnational education, language and identity: A case from Mexico. Society Register, 2(2), 63–84. https://doi.org/10.14746/sr.2018.2.2.04
  • Tharapos, M., & O’Connell, B. T. (2019). Teaching strategies employed in transnational education. In B. Tynan, T. McLaughlin, A. Chester, C. Hall-van den Elsen, & B. Kennedy (Eds.), Transformations in tertiary education (pp. 89–100). Springer.
  • Tharapos, M., & O'Connell, B. T. (2020). Transnational communities of practice: Their development, operation, and contribution. Journal of Studies in International Education. https://doi.org/10.1177/1028315320964314
  • Tharapos, M., O’Connell, B. T., Dellaportas, S., & Basioudis, I. (2019). Are accounting academics culturally intelligent?: An empirical investigation. The British Accounting Review, 51(2), 111–129. https://doi.org/10.1016/j.bar.2018.08.002
  • Ting-Toomey, S., & Kurogi, A. (1998). Facework competence in intercultural conflict: An updated face-negotiation theory. International Journal of Intercultural Relations, 22(2), 187–225. https://doi.org/10.1016/S0147-1767(98)00004-2
  • Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96(3), 506–520. https://doi.org/10.1037/0033-295X.96.3.506
  • Triandis, H. C. (1995). Individualism and collectivism. Westview Press.
  • Universities UK. (2020). International student recruitment data. Retrieved September 30, 2020, from https://www.universitiesuk.ac.uk/International/Pages/intl-student-recruitment-data.aspx
  • Universities UK International. (2018). The scale of UK higher education transnational education 2015-16: Trend analysis of HESA data. Retrieved March 9, 2018, from http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/the-scale-of-UK-higher-education-transnational-education-2015-16.aspx
  • Valentin, K. (2015). Transnational education and the remaking of social identity: Nepalese student migration to Denmark. Identities, 22(3), 318–332. https://doi.org/10.1080/1070289X.2014.939186
  • Volet, S. E., & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning. Higher Education Research & Development, 17(1), 5–23. https://doi.org/10.1080/0729436980170101
  • Wang, J. J. (2020). How managers use culture and controls to impose a ‘996’work regime in China that constitutes modern slavery. Accounting & Finance, 60(4), 4331–4359. https://doi.org/10.1111/acfi.12682
  • Watson, D. I. (1999). ‘Loss of face’ in Australian classrooms. Teaching in Higher Education, 4(3), 355–362. https://doi.org/10.1080/1356251990040304
  • Watson, N. (2002). Well, I know this is going to sound very strange to you, but I don't see myself as a disabled person: Identity and disability. Disability & Society, 17(5), 509–527. https://doi.org/10.1080/09687590220148496
  • Welch, A. (2011). Higher education in Southeast Asia: Blurring borders, changing balance. Routledge.
  • Wells, P. K. (2019). How does contact with accountants influence perceptions of accounting? Accounting Education, 28(2), 127–148. https://doi.org/10.1080/09639284.2017.1381033
  • Wetherell, M., & Edley, N. (1999). Negotiating hegemonic masculinity: Imaginary positions and psycho-discursive practices. Feminism & Psychology, 9(3), 335–356. https://doi.org/10.1177/0959353599009003012
  • Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377–396. https://doi.org/10.1111/j.1468-2273.2008.00387.x
  • White, K., & Lehman, D. R. (2005). Culture and social comparison seeking: The role of self-motives. Personality and Social Psychology Bulletin, 31(2), 232–242. https://doi.org/10.1177/0146167204271326
  • Wilkins, S., & Balakrishnan, M. S. (2013). Assessing student satisfaction in transnational higher education. International Journal of Educational Management, 27(2), 143–156. https://doi.org/10.1108/09513541311297568
  • Wilkins, S., & Huisman, J. (2011). Student recruitment at international branch campuses: Can they compete in the global market? Journal of Studies in International Education, 15(3), 299–316. https://doi.org/10.1177/1028315310385461
  • Wilkins, S., & Huisman, J. (2012). The international branch campus as transnational strategy in higher education. Higher Education, 64(5), 627–645. https://doi.org/10.1007/s10734-012-9516-5
  • Wong, G., Cooper, B. J., & Dellaportas, S. (2015). Chinese students’ perceptions of the teaching in an Australian accounting programme – An exploratory study. Accounting Education, 24(4), 318–340. https://doi.org/10.1080/09639284.2015.1050678
  • Wong, J. K.-K. (2004). Are the learning styles of Asian international students culturally or contextually based? International Education Journal, 4(4), 154–166.
  • Xiao, Z., & Dyson, J. R. (1999). Chinese students’ perceptions of good accounting teaching. Accounting Education, 8(4), 341–361. https://doi.org/10.1080/096392899330838
  • Yan, K., & Berliner, D. C. (2011). Chinese international students in the United States: Demographic trends, motivations, acculturation features and adjustment challenges. Asia Pacific Education Review, 12(2), 173–184. https://doi.org/10.1007/s12564-010-9117-x
  • Yang, H. H. (2012). Western concepts, Chinese context: A note on teaching accounting offshore. International Journal of Pedagogies and Learning, 7(1), 20–30. https://doi.org/10.5172/ijpl.2012.7.1.20

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.