No human mobility: how is knowledge mobile in a context of internationalisation at a distance? a case study

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yun-fai. Yue, D. D. De Souza, L. Townsin
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引用次数: 1

Abstract

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.
没有人的流动性:知识如何在远距离国际化的背景下流动?案例研究
COVID-19大流行导致国际学生流动性显著下降,高等教育的国际化受到了挑战。新型冠状病毒感染症(COVID-19)前远距离国际化的出现,为高等教育国际化开辟了新的道路,其鲜明特征是知识的流动,而不是人的流动。然而,很少有研究探讨远程国际化背景下的知识流动。民族志案例研究确定了三种知识流动渠道——信息和通信技术(ICT)、课程和虚拟实践社区——并认为知识创造模型SECI(社会化、外部化、组合和内部化)不适用于远距离背景下的国际化。此外,缺乏面对面互动的沉浸感阻碍了远距离国际化学生的身份建构,使他们在获取隐性知识方面处于不利地位。文化、语言和教学语境化在语境中的重要性也被强调。
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来源期刊
Higher Education Research & Development
Higher Education Research & Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.30
自引率
12.50%
发文量
86
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