Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Menu

Journal Browser

Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 July 2023) | Viewed by 17880

Share This Special Issue

Special Issue Editors

Dr. Jack Pun

E-Mail Website
Guest Editor

Department of English, City University of Hong Kong, Hong Kong
Interests: language education and health communication; English language education

Dr. Fan Fang

E-Mail Website
Guest Editor

Department of Foreign Languages and Literature, College of Liberal Arts, Shantou University, Shantou 515063, China
Interests: global Englishes; language policy; linguistic ideology; intercultural communication; multilingualism and multiculturalism; language attitude; identity

Nathan Thomas

E-Mail Website
Guest Editor Assistant

Institute of Education, University College London, London WC1E 6BT, UK
Interests: learning strategies; sources of regulation; English medium instruction; theory building in higher education; qualitative research methods

Special Issue Information

Dear Colleagues,

Access to higher education has long been an issue worldwide. According to a recent UNESCO (2020) report, enrollment has nearly doubled globally in the past two decades due to economic development, rising middle-class aspirations, and the growth of private institutions. However, there remains a number of factors hampering the successful access of potential students. These factors range from issues that affect basic needs, such as poverty and crisis, to issues related to entrance examinations and geographic mobility. While this Special Issue is open to submissions related to fundamental barriers to higher education, we are especially interested in learning and language-related issues linked to the growing areas of international and English-medium education worldwide. It is our belief that in order for higher education to be sustainable, these issues must be taken seriously.

For this Special Issue, we interpret international and English-medium contexts broadly. “International education” may refer to higher education programs in which local or international students engage in learning that aims to develop, among other aspects, a sense of “international mindedness” through local or other languages (Cambridge & Thompson, 2004, p. 161). This includes but is not limited to study abroad in contexts such as the US, the UK, and so on. “English-medium” refers to contexts where English is not a first, primary, or official language and, yet, is used as a medium of instruction (Macaro, 2018). This includes students in China studying science through the medium of English, for example. We tag “successful” access to our call to expand the discussion from simply “getting into” international and English-medium education to also thriving in such contexts once enrolled.

We welcome submissions from authors representing a wide range of higher education contexts that engage with these issues from the level of national or institutional policy all the way down to issues of access for individual learners. Original research articles and reviews are welcome.

We look forward to receiving your contributions.

Dr. Jack K.H. Pun
Dr. Fan Fang
Guest Editors

Nathan Thomas
Guest Editor Assistant

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

higher education
international education
English medium instruction
English medium education
policy analysis
university access

Published Papers (9 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

17 pages, 706 KiB

Open AccessArticle

Ensuring Sustainable Academic Development of L2 Postgraduate Students and MA Programs: Challenges and Support in Thesis Writing for L2 Chinese Postgraduate Students

by Jing Man and Ju Zhan

Sustainability 2023, 15(19), 14435; https://doi.org/10.3390/su151914435 - 2 Oct 2023

Viewed by 921

Abstract

This study, based on Activity Theory, investigated the challenges and support for L2 Chinese postgraduate students in their master’s degree (MA) thesis writing. The five participants, currently PhD candidates in applied linguistics, shared their experiences of MA thesis writing. The data include multiple drafts of theses and semi-structured interviews. Thematic analysis reveals that these participants went through four kinds of challenges: (1) selecting the research topic and theoretical basis; (2) meeting the high requirements of MA theses, using new research tools, and overcoming linguistic barriers; (3) writing the literature review; and (4) writing the discussion. The findings reveal the challenges were caused by four levels of inner contradictions in activity systems. The main support was provided by their supervisors, whose tailored help was more effective than the related courses they took. More sources of support came from their fellow students, the assessment panels of the research proposal, and the thesis defense. The analysis illustrated how these participants managed to receive support by interacting with the academic community. This study is expected to shed light on postgraduate education in general and the sustainable development of individual students and MA programs. Its implications may not only benefit Chinese L2 postgraduate students and their supervisors but also those in similar EFL contexts. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

► Show Figures

Figure 1

11 pages, 460 KiB

Open AccessArticle

Transnational Students’ Epistemic Participation in English-Medium Instruction Programs

by Yixi Qiu and Yongyan Zheng

Sustainability 2023, 15(8), 6478; https://doi.org/10.3390/su15086478 - 11 Apr 2023

Cited by 3 | Viewed by 1983

Abstract

Past research on English-medium instruction (EMI) has primarily focused on language-related challenges with scant attention paid to how language is entangled with epistemic access and epistemic injustice. Informed by the perspective of “epistemic (in)justice”, this study focused on how a cohort of students from diverse linguistic and cultural backgrounds negotiate a more epistemologically effective and equal access to knowledge negotiation in an EMI international relations master’s program in a Chinese university. Data were drawn from classroom observation, semi-structured interviews, and students’ reflexive journals. Qualitative thematic analysis of the data revealed unequal power relations in students’ epistemic participation and their resulting epistemic silence in classroom discussions. By illustrating how students cope with the epistemic challenges by drawing on individual-cognitive and social-cognitive resources, the findings suggest potential strategies for transnational students to counter the hegemony of English in EMI learning contexts. Implications for decoloniality in EMI education are discussed. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

► Show Figures

Figure 1

23 pages, 2011 KiB

Open AccessArticle

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

by Wenyun Jia, Xuehua Fu and Jack Pun

Sustainability 2023, 15(6), 4895; https://doi.org/10.3390/su15064895 - 9 Mar 2023

Cited by 2 | Viewed by 2953

Abstract

Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

► Show Figures

Figure 1

19 pages, 277 KiB

Open AccessArticle

Students’ Experiences of English-Medium Instruction at the Postgraduate Level: Challenges and Sustainable Support for Success

by Benjamin Luke Moorhouse and Yuwei Wan

Sustainability 2023, 15(4), 3243; https://doi.org/10.3390/su15043243 - 10 Feb 2023

Cited by 1 | Viewed by 2158

Abstract

More and more students are exploring overseas destinations and English-Medium Instruction (EMI) environments for their postgraduate studies. While it is known that students can often struggle in an EMI environment, the challenges faced by postgraduate students, and the support they receive or need, are not fully understood. By adopting a two-stage qualitative sequential data collection approach, this study explored the experiences and perceptions of full-time postgraduate students from Mainland China studying in a one-year Master of Education programme at a Hong Kong university during their first semester. Data were collected through an online survey (N = 73) and three in-depth group interviews (N = 12). The analysis of data offered a holistic understanding of the students’ challenges, needs, and struggles. The findings provide suggestions for support that teachers and programmes can provide to postgraduate students, as well as student self-help support strategies. Several sustainable support strategies are proposed to assist students in adjusting and succeeding in the EMI context at the postgraduate level. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

11 pages, 224 KiB

Open AccessArticle

Stakeholders’ Perspectives on Implementing “Internationalization at Home” for China’s International Education Sustainability: Challenges and Strategies

by Jian Li and Eryong Xue

Sustainability 2023, 15(1), 247; https://doi.org/10.3390/su15010247 - 23 Dec 2022

Cited by 4 | Viewed by 1687

Abstract

The purpose of this study was to examine stakeholders’ perspectives on implementing “internationalization at home” for international education sustainability in China in the post-epidemic era. We conducted semi-structured interviews with 26 (12 male and 14 female) participants to explore their opinions on the challenges of and strategies for the implementation of “internationalization at home” in higher education institutions. It was found that an institutional international curriculum mechanism construction is needed. The cross-cultural teaching capacity of faculty members needs to be promoted. Funding resources and organizational guarantees need to be provided. International campus environments and cultures need to be built. The discussion and conclusions are provided in the last section. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

15 pages, 250 KiB

Open AccessArticle

Language Development for English-Medium Instruction: A Longitudinal Perspective on the Use of Cohesive Devices by Chinese English Majors in Argumentative Writing

by Liping Pu, Renquan Heng and Bingchao Xu

Sustainability 2023, 15(1), 17; https://doi.org/10.3390/su15010017 - 20 Dec 2022

Cited by 3 | Viewed by 1729

Abstract

In alignment with a strong increase of fully or partially English-taught programmes worldwide, intense research interest has been drawn to English as a medium of instruction (EMI) in higher education. In the meanwhile, much research has been done concerning cohesion and coherence in second language writing, which reveals that the appropriate use of cohesive devices will ultimately lead to text coherence. This study adopts a longitudinal perspective to examine the use of cohesive devices by Chinese English majors in argumentative writing in the EMI context. Thirty-one second-year Chinese English majors participated in this study. They were given three writing prompts at the initial, middle, and final time-points of one academic year, respectively. Altogether, 93 argumentative writings were collected, and 30 cohesion indices were selected and investigated at local, global and text levels via two automatic computational tools: Coh-Metrix and TAACO. The major findings of the study indicate (1) Chinese English majors were capable of a variety of cohesive devices in their writing. They tended to use local cohesive devices, especially connectives, more than global and text cohesive devices; (2) Most of the cohesion indices demonstrated growth. Of the 30 selected cohesion indices, 13 presented significant development over one academic year, and among them, 3 were at local level, 10 at global level and 3 at text level. Informed of the possible learning trajectories of cohesive devices, teachers may be guided to focus on their teaching in some specific areas of cohesion, and students may be more aware of what contributes to their writing performance and what to emphasize when writing in English. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

17 pages, 650 KiB

Open AccessArticle

The Impact of Reading Anxiety of English Professional Materials on Intercultural Communication Competence: Taking Students Majoring in the Medical Profession

by Hung-Chang Liao and Sheng-hui Cindy Huang

Sustainability 2022, 14(24), 16980; https://doi.org/10.3390/su142416980 - 18 Dec 2022

Viewed by 1435

Abstract

In most medical universities in Taiwan, English-language professional materials are used in professional courses. Thus, a student’s reading ability is very important for understanding the content of English professional materials. The professional knowledge gained will facilitate intercultural communication in their future work setting. In this paper, the authors explored the impact of students’ anxiety when reading English professional materials on intercultural communication competence (ICC). A mixed method was applied. Firstly, sample data from 312 students majoring in the medical profession were investigated to obtain the results of the exploratory factor analysis (EFA) of two scales: a reading anxiety regarding English professional materials scale (RAEPMS) and an intercultural communication competence scale (ICCS). The RAEPMS, with a total explained variance of 81.67%, included three factors: worry about comprehension, lack of satisfaction with one’s reading ability, and language distance. The ICC, with a total explained variance of 80.02%, included four factors: skill, attitude, awareness, and knowledge. Secondly, sample data from 205 students majoring in the medical profession were obtained to form the confirmatory factor analysis (CFA) of the two scales, and then structural equation modeling (SEM) between RAEPMS and ICCS was created. The results showed that “worry about comprehension” impacts “skills” and “attitudes”; “lack of satisfaction with one’s reading ability” impacts all four ICC factors; and “language distance” impacts “skills”, “awareness”, and “knowledge”. Furthermore, interview results from three teachers were obtained to understand the significant connection between RAEPMS and ICCS. Additionally, pedagogical implementations, based on the interviews’ results, which could decrease reading anxiety and increase ICC were discussed. This paper provides a significant contribution to student education and professional training. The benefit of this research is to think how to design the pedagogy implementation to ensure the education of students and their professional training. Thus, students majoring in the medical profession will be more easily trained to communicate with people of different cultures in their future workplace. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

► Show Figures

Figure 1

15 pages, 262 KiB

Open AccessArticle

Students’ Writer Identities and Writing Practice in Tertiary English-Medium Instruction in China

by Jingjing Hu, Sihang Yuan and Xuesong (Andy) Gao

Sustainability 2022, 14(22), 14890; https://doi.org/10.3390/su142214890 - 11 Nov 2022

Viewed by 1459

Abstract

This study adopts a case study approach to examine how students write in English-medium instruction contexts. It also explores why they write in this way from the perspective of writer identity. Four Chinese university students’ EMI course essays, as well as their interview and stimulated recall responses were collected. The analysis results presented three patterns of writer identity: (1) a member, as an EMI writer, of the academic community as the dominant self; (2) a student writer meeting the course requirements as the dominant self; (3) struggling between the two selves. Having different types of writer identities, the students wrote their EMI course essays in different ways. Their writings presented different features in terms of discoursal choice, language form and format. Suggestions for EMI teaching, EMI teacher training and curricula at the university level are provided. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

22 pages, 1190 KiB

Open AccessArticle

Using a Mixed-Methods Needs Analysis to Ensure the Sustainability and Success of English for Nursing Communication Courses: Improving Nurse-Patient Engagement Practices in Globalized Health Care

by Qing Huang, Jack Pun and Shuping Huang

Sustainability 2022, 14(21), 14077; https://doi.org/10.3390/su142114077 - 28 Oct 2022

Cited by 3 | Viewed by 1814

Abstract

To better engage with patients, nurses need employ various communication skills, particularly “engagement strategies” that enable them to understand, elicit or empathize with patients’ concerns. Such engagement is essential to delivering good patient-centered care. This paper describes one part of a mixed-methods needs analysis: the aim was to find and analyze illustrative examples of actual nursing communication in English that showed engagement with between nurses and patients within an intercultural/international context in mainland China, where nurses are increasingly needing to interact with patients in English due to globalization. To confirm and concretely illustrate previously established engagement strategies found in the literature, direct observations were made of a nurse’s authentic interactions with a non-Chinese patient, which were then complemented by a post-observation interview. A detailed linguistic analysis of the data yielded a rich qualitative description of how engagement was practiced, along with quantitative data on the typical distribution and variety of communication strategies in everyday nurse-patient interactions. Drawing on Systemic Functional Linguistics (SFL), this paper details how various strategies for different speech functions were used within the different discourse moves of the interactions, and argues for a more central focus on the teaching of these useful engagement strategies and their patterns of use. The pedagogical benefits and clinical implications of this study will be apparent to practitioners of English for specific purposes (ESP) and nurse educators around the world who are involved in teaching nursing communication in English-medium or international contexts. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts)

► Show Figures

Journal Menu

Journal Browser

Sustainable Higher Education: Analyses of Policy and Factors Affecting Successful Access in International and English-Medium Contexts

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Published Papers (9 papers)

Research

Further Information

Guidelines

MDPI Initiatives

Follow MDPI