Now showing items 4-8 of 8

  • "So how was it for you?": evaluating the transnational education experience, five years on. 

    Turner, Yvonne (Common Ground http://ijl.cgpublisher.com/product/pub.30/prod.587, 2005)
    TURNER, Y., 2005. “So how was it for you?”: evaluating the transnational education experience, five years on. International Journal of Learning, 12 (3), pp. 249-258.
    This paper explores the experiences of a group of Chinese people who graduated with UK Business degrees in the late 1990s. It presents data about their perceptions of the influence of their studies on their ensuing lives ...
  • Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. 

    Turner, Yvonne (Oxford Brookes University http://dx.doi.org/10.3794/ijme.51.131, 2006)
    TURNER, Y., 2006. Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. In: International Journal of Management Education, 5 (1), pp. 3-11.
    This paper explores the discourse of critical thinking within Higher Education (HE) practice and evaluates the experiences and achievements of mainland Chinese students within that context. It sets out to discuss teaching ...
  • Swinging open or slamming shut? The implications of China’s open-door policy for women, educational choice and work. 

    Turner, Yvonne (Taylor & Francis http://dx.doi.org/10.1080/13639080500522986, 2006)
    TURNER, Y., 2006. Swinging open or slamming shut? The implications of China’s open-door policy for women, educational choice and work. Journal of Education and Work, 19 (1), pp. 47-65.
    This paper explores the link between international tertiary education and evolving attitudes about women and work in China. The paper reviews literature about gender and education in China, commenting on the late-twentieth-century ...
  • Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalized’ faculty. 

    Robson, Sue; Turner, Yvonne (Taylor & Francis http://dx.doi.org/10.1080/13562510601102115, 2007)
    ROBSON, S. and TURNER, Y., 2007. Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalized’ faculty. Teaching in Higher Education, 12 (1), pp. 41-54.
    This paper reports on a study that took place in a faculty of humanities and social sciences at a UK university. The institution had recently undergone a radical restructure and the vision for the future presented by the ...
  • Traditional and hybrid leadership styles in Rwanda: examining the common leadership styles, influencing factors, and culture in post-genocide Rwanda. 

    Rugerinyange, Nshuti (Robert Gordon University Aberdeen Business School. Department of Management, 2016-08)
    RUGERINYANGE, N. 2016. Traditional and hybrid leadership styles in Rwanda: examining the common leadership styles, influencing factors, and culture in post-genocide Rwanda. Robert Gordon University, DBA thesis.
    For most of Rwanda's post-independence past, the country has been marked by ethnic feuding, mass population movements and long exiles in neighbouring countries, and civil wars that culminated in the genocide in 1994. As ...