Transnational Education Review

Assessment of graduate entry nursing students, recommendations for best practice

2025-04-14T18:59:18+00:00

Assessment of graduate entry nursing (GEN) students must be recognised as distinct. Programmes of study for graduate entry nurses are compressed and the students possess knowledge and skills that are unique, as such, the assessment strategy utilised must recognise these unique characteristics. A subgroup the GEN network, six members from four international higher education institutions, was established to explore the assessment of graduate entry nurses. Five meetings were conducted between February and July 2024 from which endorsements for assessment were collaboratively evaluated and agreed. Through collaboration, subgroup members have made recommendations for best practice for the assessment of GEN students to have the greatest potential of supporting student learning and stakeholder expectations. Assessments should be sufficiently academically challenging to enable students to demonstrate higher level thinking alongside the application of new and evolving knowledge and skill to meet pre-registration nursing standards in a condensed timescale.

Support Mechanisms for Business Creation in the Walloon Region for non-European Migrants

2025-07-29T04:32:47+00:00

This article examines the effectiveness of support and assistance structures are for business creators, focusing specifically on immigrant entrepreneurs in Wallonia. It aims to identify the available initiatives that assist business creation, assess their impact on the social integration and economic involvement of this group, and evaluate the discrepancies between the experiences of migrant entrepreneurs and the services provided. Quantitatively, the low percentage of migrant entrepreneurs receiving support from contacted organizations in Wallonia over the previous five years shows that more efforts are necessary to help this population integrate into the independent labour market. Moreover, the low success rate for businesses run by non-EU migrants who have received assistance underscores the shortcomings of current support systems for this demographic rare.

Transnational Academic Practices: Insights from UK educators on their experiences in an international development initiative

2025-04-07T12:58:38+00:00

There is growing emphasis on enhancing academic practices in higher education, driven by institutional, national, and international initiatives responding to rising expectations for high-quality educational experiences. A key development is the shift towards student-centered learning and addressing cultural diversity among learners, particularly in transnational education. One notable example is the Transformation by Innovation in Distance Education (TIDE) project in Myanmar, where UK academics taught Myanmar university faculty about academic professional development, educational practices, and environmental topics. While existing studies primarily focus on the recipients of such training, little has been reported on the experiences of those who offered the training. This paper outlines the scope of the TIDE intervention and offers key reflections from the UK educators on their teaching and learning experiences in this transnational context.

The Role of Artificial Intelligence in Enhancing Service Quality in Higher Education: A Case Study of STAPS Students at Batna 2 University

2025-07-09T15:55:35+00:00

This study aimed to explore the role of artificial intelligence technologies in improving the quality of services provided to students at Batna 2 University from their perspective. The descriptive-analytical approach was adopted, using a questionnaire to collect data from the participants. The study consisted of two aspects: methodological and applied, where the proposed hypotheses were tested. The sample included 160 students who were randomly selected. The study results indicated that the level of integration of artificial intelligence technologies at Batna 2 University, from the students' perspective, was moderate. Similarly, the quality of services provided to them was also rated as moderate. Additionally, the findings revealed statistically significant differences at a significance level of (α≤0.05) in the quality of services provided to students, attributed to the academic level variable, favoring first-year and third-year bachelor's students.