Educational Administration, Department of

 

Date of this Version

2018

Citation

Published in Journal of Further and Higher Education, 2018

doi 10.1080/0309877X.2018.1429583

Comments

Copyright © 2018 UCU. Published by Routledge, Taylor & Francis Group. Used by permission.

Abstract

Vietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centered practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximize student learning. Implications for practice and future research are discussed as ways to emphasize the benefits of student-centered teaching and learning at transnational collaborative universities.

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