Ly Tran
I am an Associate Professor in the School of Education, Deakin University and an Australian Research Council Future Fellow. My research focuses on international students across the school, VET and HE sectors, student mobility, the New Colombo Plan, teacher professional learning needs and practices in international education. I also undertake projects on higher education, vocational education and graduate employability in Vietnam and China. I have been awarded four grants on international student mobility, internationalising teaching and learning and staff professional development in international education from the Australian Research Council. My book, ‘Teaching international students in vocational education: New pedagogical approaches’, won the International Education Association of Australia (IEAA) Excellence Award for Best Practice/Innovation in International Education (https://shop.acer.edu.au/teaching-international-students-in-vocational-education).
I have produced more than 150 publications (published and in press) in a wide range of outlets and been invited to speak at various national and international conferences on key issues related to international student experiences, student mobility, the New Colombo Plan, teacher professional learning in international education, the teaching of international students and education in Vietnam.
Additionally, I have collaborated with researchers from Vietnam and China on various projects related to the higher education curriculum, graduate employability and internationalisation of higher education in Vietnam and China. One of the important outcomes of this ongoing collaborative work is our new book with Palgrave Macmillan entitled 'Higher education in Vietnam: Flexibility, mobility and practicality in the global knowledge economy', http://www.palgrave.com/page/detail/?sf1=id_product&st1=765663.
Supervisors: Sophie Arkoudis and Joseph Lo Bianco
Address: School of Education, Deakin University
I have produced more than 150 publications (published and in press) in a wide range of outlets and been invited to speak at various national and international conferences on key issues related to international student experiences, student mobility, the New Colombo Plan, teacher professional learning in international education, the teaching of international students and education in Vietnam.
Additionally, I have collaborated with researchers from Vietnam and China on various projects related to the higher education curriculum, graduate employability and internationalisation of higher education in Vietnam and China. One of the important outcomes of this ongoing collaborative work is our new book with Palgrave Macmillan entitled 'Higher education in Vietnam: Flexibility, mobility and practicality in the global knowledge economy', http://www.palgrave.com/page/detail/?sf1=id_product&st1=765663.
Supervisors: Sophie Arkoudis and Joseph Lo Bianco
Address: School of Education, Deakin University
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Profile and research output websites by Ly Tran
http://www.universityworldnews.com/article.php?story=20180515144632119
There is an increasing volume of international students enrolled in the vocational education and training sector in many countries. However, questions of ethnicity and identity in VET have not been explicitly examined in relation to this group. This paper offers some valuable insights into the complex and varying ways in which ethnicity is interrelated to the issues of identity of international students who have non-citizen status in the host country. It draws on a four-year qualitative study funded by the Australian Research Council that includes 105 interviews with international students and fieldwork in VET institutes across three states of Australia: New South Wales, Queensland and Victoria. The research highlights forms of injustice including non-recognition of skills due to skin colour, disadvantage with regard to employment opportunities, being positioned as deficient in the classroom and workplace, unjust stereotypes and violation of rights. The research also reports international students’ specific strategies in exercising both individual and collective agency to seek a ‘space’ for comfort, mutual support and communal strength and to confront injustices. The paper concludes with some practical recommendations for institutions to support international students’ agency and build an inclusive environment for international students in VET.
Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship.
Books by Ly Tran
http://rd.acer.edu.au/article/meeting-the-needs-of-international-students-in-vet
http://www.universityworldnews.com/article.php?story=20180515144632119
There is an increasing volume of international students enrolled in the vocational education and training sector in many countries. However, questions of ethnicity and identity in VET have not been explicitly examined in relation to this group. This paper offers some valuable insights into the complex and varying ways in which ethnicity is interrelated to the issues of identity of international students who have non-citizen status in the host country. It draws on a four-year qualitative study funded by the Australian Research Council that includes 105 interviews with international students and fieldwork in VET institutes across three states of Australia: New South Wales, Queensland and Victoria. The research highlights forms of injustice including non-recognition of skills due to skin colour, disadvantage with regard to employment opportunities, being positioned as deficient in the classroom and workplace, unjust stereotypes and violation of rights. The research also reports international students’ specific strategies in exercising both individual and collective agency to seek a ‘space’ for comfort, mutual support and communal strength and to confront injustices. The paper concludes with some practical recommendations for institutions to support international students’ agency and build an inclusive environment for international students in VET.
Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship.
http://rd.acer.edu.au/article/meeting-the-needs-of-international-students-in-vet
individual motivations, international students’ responsibility towards
academic learning and capacity to exercise responsibility are crucial to
ensure their meaningful engagement in learning and their academic
success. This paper aims to address international students’ perceived
responsibility towards their academic learning. It is based on a four-year
research project that focuses on international students’ learning and
engagement in Australian institutions. Semi-structured interviews and
fieldwork were the key instruments for data collection for this research.
The paper points to the importance of both external and internal factors in
influencing international students’ perspectives on their personal
responsibility and how such responsibility is critical to their academic
performance. The factors shaping international students’ views on their
personal responsibility range from extrinsic obligations to intrinsic
motivations, including externally imposed legal requirements and
financial pressures to ensure good returns on investment in overseas
study, their self-esteem and identity, perceived work ethic, as well as
intrinsic interest for academic development and employment prospects.
The paper indicated that it is important to place emphasis on not only
nurturing international students’ sense of responsibility but also providing them with the condition to enact their responsibility through specific goal oriented tasks in the classroom as well as in the broader institutional community.
A significant body of literature on international education examines the experiences of international students in the host country. There is however a critical lack of empirical work that investigates the dynamic and complex positioning of international students within the current education-migration nexus that prevails international education in countries such as Australia, Canada and the UK. This paper addresses an important but under-researched area of the education-migration landscape by examining how the stereotyping of students as mere ‘migration hunters’ may impact their study and work experiences. It draws on a four-year research project funded by the Australian Research Council that includes more than 150 interviews and fieldwork in the Australian vocational education context. Positioning theory is used as a conceptual framework to analyse how generalising international students as ‘mere migration hunters’ has led to the disconnectedness, vulnerability and marginalization of the group of international students participating in this research.
http://www.tandfonline.com/doi/full/10.1080/14623943.2015.1023276
http://openjournals.library.usyd.edu.au/index.php/IEJ/article/download/6949/8847
Tran, L. T. & Nguyen, N. (2014). Teachers’ professional identities in the ‘contact
zone’: Contradictions and possibilities in the time of international student mobility. In R. Arber, Blackmore, J. & Vongalis-Macrow, A. (Eds.). Mobile teachers and curriculum in international schooling, (pp.43-62). Rotterdam, The Netherlands: Sense Publishers.
This report provides an overview of international learning abroad trends, with a focus on intra-degree outbound mobility. It aims to examine different policy approaches – including government and institutional policies and practices – that encourage more students’ engagement in international experience during their higher education programs.
http://www.vetcentre.vic.edu.au/research-and-reports/entry/intercultural-teaching-international-vet-students-members-of-australia-s-vet-community-2
http://dro.deakin.edu.au/view/DU:30056532
http://www.herdsa.org.au/wp-content/uploads/conference/2006/Ly.pdf"
http://dro.deakin.edu.au/view/DU:30056531
Our recently published book “Teacher Professional Learning in International Education” (https://www.palgrave.com/gp/book/9783319705149) and forthcoming papers on teacher professional learning in higher education arising from this project discussed primary areas of professional learning needed to enhance teachers’ capacity to respond to international students’ needs and internationalisation-related demands.
The research indicates teachers in higher education mediate professional demands and engage in professional learning by: - drawing on their own experience and resources to address the new challenges arising from working with international students. Prior experience and exposure to different cultures through travelling, personal connections, volunteer activities and networks are essential resources. Such kinds of capitals are not always available though. - seeking advice/support from senior colleagues and peers through informal/formal mentoring. - proactively mobilising different resources and seeking learning opportunities at workplaces, including formal training and PD activities as well as informal learning from colleagues and international students. - building relationships and obtaining input from international students, especially through casual conversations outside classrooms and engagement in social events.