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International Joint Double Degrees and International Transitions in Higher Education

The Self, Pedagogy and Culture

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  • © 2020

Overview

Authors:
  1. Jan Katherine Bamford

    1. Guildhall School of Business and Law, London Metropolitan University, London, UK

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  • Examines the importance of joint degrees as vehicles for intercultural awareness and knowledge
  • Analyses the ways in which joint degrees add to the student learning experience
  • Reinterprets the definition of international higher education as focused and generated at the individual level

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xix
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  2. Introduction to Joint Degrees and the Debates, Tensions and Influences in International Higher Education

    • Jan Katherine Bamford
    Pages 1-43

  3. Contextualising International Joint Double Degrees

    • Jan Katherine Bamford
    Pages 45-80

  4. The International Higher Education Environment: Adding Value Through International Joint Double Degrees

    • Jan Katherine Bamford
    Pages 81-118

  5. The ‘Lived’ Experience of International Joint Double Degrees as an Internationalised Curriculum: A Glimpse of a ‘Window to the World’

    • Jan Katherine Bamford
    Pages 119-137

  6. Experiencing Cultural Difference as part of an International Joint Double Degree

    • Jan Katherine Bamford
    Pages 139-174

  7. Differences in Institutional and Nationally Framed Approaches to Pedagogy as Part of the International Joint Double Degree Experience

    • Jan Katherine Bamford
    Pages 175-209

  8. The Use and Importance of Group Work on International Joint Double Degrees

    • Jan Katherine Bamford
    Pages 211-234

  9. Final Reflections

    • Jan Katherine Bamford
    Pages 235-258

  10. Back Matter

    Pages 259-283
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Keywords

About this book

This book explores the interplay between culture and pedagogy within the student experience of international joint double degree programmes. The author posits that international higher education can be seen within a construct of mutuality, with the experience of internationalisation being a driving force for the development of agency and cultural awareness. This direct, lived reality of experiencing cultural difference as part of the educational process presents an opportunity for the internationalisation of the self: international joint double degrees provide an ideal vehicle for the development of knowledge and broadening of the mind. Drawing together cultures of learning, differing approaches to pedagogy and the international classroom, this book argues that international joint double degrees constitute an active cultural engagement within a higher education context. 

Authors and Affiliations

  • Guildhall School of Business and Law, London Metropolitan University, London, UK

    Jan Katherine Bamford

About the author

Jan Bamford is Professor of International Higher Education and Head of Student Experience and Academic Outcomes at London Metropolitan University, UK. Her research interests focus on exploring students’ cultural journeys in higher education, the internationalisation of higher education and the international student experience. 

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