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  • The number of Asian students studying in a foreign country, i.e. transmobility, has tripled in the last 15 years, and is likely to continue to increase over the next decades. India, as the world’s third biggest nation and a newly industrialized country with well-established know-how in STEM-disciplines, is of particular interest for the study of transmobility. Interviews of faculty members working in higher education in Germany and India were analyzed to highlight similarities and differences between the study conditions in both educational systems. The results were that both sides identified the same competences as determinates for success at university. However, the understanding of what was meant by some of the individual competences differed between both countries. Hands-on teaching methods and teaching formats (e.g. excursions) as well as supportive measures (e.g. project courses) for students were also recognized to be less established at the Indian university. Moreover, a greater focus on performance was identifiable in German participants; Indian interviewees were found to ascribe greater value to social considerations. (xsd:string)
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  • 2017 (xsd:gyear)
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  • 2017 (xsd:gyear)
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  • de (xsd:string)
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  • 2196-9485 ()
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  • 29 (xsd:string)
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  • Bildung ohne Grenzen: eine vergleichende Interviewstudie zu Kompetenzen und zur Gestaltung der Lehre mit Fakultätsmitarbeitenden im Kontext der deutsch-indischen Mobilität (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: interculture journal: Online-Zeitschrift für interkulturelle Studien, 16, 2017, 29, 61-81 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-55721-2 ()
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  • 16 (xsd:string)