Abstract
Transnational higher education (TNHE) of UK universities has been noticeably expanding during the last two decades in the Arab Gulf region, but few studies investigated qualitatively the different ways in which students in that region experience both teaching and learning. The aim of this study is to understand the ways that students conceptualise their learning and educational experiences at a British TNHE in Qatar. Employing a phenomenographic approach, we interviewed forty students in a TNHE UK programme within a Qatari higher education institution (HEI). The outcomes of our interviews generated three hierarchically related categories as follows: developing academic skills, acquiring self-learning skills, and acquiring employability skills. Our findings also suggest themes of interdependence in learning and transferability of skills developed by students. This study offers HEIs a better understanding and insight into the design of TNHE programmes that would respond to the students’ learning experiences and educational development.
| Original language | English |
|---|---|
| Pages (from-to) | 408-426 |
| Number of pages | 19 |
| Journal | Journal of Studies in International Education |
| Volume | 27 |
| Issue number | 3 |
| Early online date | 5 Jan 2022 |
| DOIs | |
| Publication status | Published - 2022 |
Bibliographical note
This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).Publisher Copyright:
© 2022 European Association for International Education.
Keywords
- phenomenography
- qatar
- student experience
- transnational higher education
ASJC Scopus subject areas
- Education