عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL49285
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Exploring the Identities of Students at Western Branch- campuses in Malaysia and United Arab Emirates
General Material Designation
[Thesis]
First Statement of Responsibility
Grace Karram Stephenson
Subsequent Statement of Responsibility
Hayhoe, Ruth E.
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
University of Toronto (Canada)
Date of Publication, Distribution, etc.
2016
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
213
GENERAL NOTES
Text of Note
Committee members: Heller, Monica; Knight, Jane
NOTES PERTAINING TO PUBLICATION, DISTRIBUTION, ETC.
Text of Note
Place of publication: United States, Ann Arbor; ISBN=978-1-369-67310-4
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Discipline of degree
Leadership, Higher and Adult Education
Body granting the degree
University of Toronto (Canada)
Text preceding or following the note
2016
SUMMARY OR ABSTRACT
Text of Note
Malaysia and the United Arab Emirates (UAE) are rapidly growing economies with diverse ethnic and linguistic populations. In both, the need for skilled labour has increased the importance of higher education for national development goals. Lacking the capacity to provide public higher education for all their citizens both countries have recruited foreign institutions to educate those who do not have access to public higher education. This thesis examines the experiences of students at Australian and British international branch-campuses (IBCs) in the UAE and Malaysia in order to understand the influence that enrolment at an IBC has on students' identities. Synthesizing the American and European literature on identity and higher education, this thesis conceptualizes identity as the fluctuating social categories that distinguish groups or individuals from one another. The data for this study was collected during five months of fieldwork, employing qualitative interviews with 49 students and 13 administrators/instructors. The majority of student-participants in this study were affiliated with economically powerful, yet politically marginalized minority groups. The findings suggest that Western IBCs promote a new set of identities that differ from those prioritized in the political and social contexts of the UAE and Malaysia. Students perceive that micro-divisions related to ethnicity decrease at an IBC, but new divisions emerge based on ability, language or region. These findings reflect a changing relationship between higher education and identity in the 21st Century. Cross-border higher education is not embedded in a national or local context, nor promotes identities related to those contexts. Instead, students' identities become linked to their achievements, and thus branch-campuses support students as they forge market-relevant identities. In contexts such as Malaysia and the UAE, this role is significant as IBCs provide peripheral ethnic groups with an alternative pathway to enter the economic sector which is increasingly detached from its political context.
TOPICAL NAME USED AS SUBJECT
Educational sociology; Higher education
UNCONTROLLED SUBJECT TERMS
Subject Term
Education;College student development;Cross-border higher education;Identity;International branch campuses;Malaysia;United arab emirates
PERSONAL NAME - PRIMARY RESPONSIBILITY
Ramirez, Damian
PERSONAL NAME - SECONDARY RESPONSIBILITY
Hayhoe, Ruth E.
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
Subdivision
Leadership, Higher and Adult Education
University of Toronto (Canada)
LOCATION AND CALL NUMBER
Call Number
1883860163; 10194882
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
