Rethinking Borders: Mobility Learning Participation in the Anglo-Saxon Model of Higher Education in Albania

Abstract

This inquiry explores learning mobility and integrative participation of graduate students across developing segments in the Anglo-Saxon model of higher education system inAlbania. The empirical analysis reveals varying participation factors compared to internationally accepted norms of teaching and learning in Anglo-Saxon model of education system. Two major pillars, (1) fostering research skills for personal and national empowerment and (2) continuous promotion of teaching and learning excellence, inform student participation and learning mobility across cultural contexts. Six clustered themes emerge to provide a framework of crossexamination and help discern similarities and differences for its agents. Contextual settings are delineated, practical implications are discussed, and suggestions for policy are provided.