Pedagogies across borders: perspectives from teaching staff and students engaged with transnational programmes in Hong Kong

Pollyanna Jo Magne, Oxana Poverjuc, Troy Heffernan

Abstract


While there is a continuing growth in the demand for transnational programmes, the pedagogy of transnational education (TNE) remains largely under-researched. In an attempt to understand the nature of the transnational classroom and the implications for the provider of TNE, this paper explores the experiences of staff and students on programmes provided by a UK university in Hong Kong. Findings suggest that the transnational classroom is a complex and demanding environment as it entails multiple contexts, cultures, participants, roles and modes of delivery. This study proposes a range of strategies that aim to develop a shared vision on partnership and course design to enhance the teaching and learning experience.  


Full Text:

PDF

References


Biggs, J. B. (1990). Asian students’ approaches to learning: implications for teaching and learning. Paper presented at the 8th Australasian Tertiary Learning Skills and Language Conference, Queensland University of Technology.

Bodycott, P. & Walker, A. (2000). Teaching Abroad: Lessons learned about inter-cultural understanding for teachers in higher education. Teaching in Higher Education, 5(1), 79-94. doi:10.1080/135625100114975

British Council (2013). The shape of things to come: The evolution of transnational education: data, definitions, opportunities and impacts analysis. https://www.britishcouncil.org/sites/default/files/the_shape_of_things_to_come_2.pdf

British Council & DAAD (2015). Transnational Education Data Collection Systems: Awareness, Analysis, Action. https://www.britishcouncil.org/sites/default/files/1.1_report_tne_data_collection_system.pdf

Brydon, K. & Liddell, M. (2011). Supporting International Students Undertaking Australian University Studies. Social Work Education, 1–17. doi: 10.1080/02615479.2011.610786

Castle, R. & Kelly, D. (2004). International education: quality assurance and standards in offshore teaching: exemplars and problems. Quality in Higher Education, 10(1), 51-57. doi:10.1080/1353832042000222751

Chapman, A. & Pyvis, D. (2006). Dilemmas in the formation of student identity in offshore higher education: a case study in Hong Kong. Educational Review, 58(3), 291-302. doi:10.1080/00131910600748190

Coffield, F. (2005). 'Learning styles: help or hindrance?' NSIN Research Matters, 1-8.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.

Debowski, S. (2005). Across the divide: teaching a transnational MBA in a second language. Higher Education Research & Development, 24(3), 265-280. doi:10.1080/07294360500153992

Debowski, S. (2008). Risky Business: Effective planning and management of transnational teaching. In Dunn, L., & Wallace, M. (Eds.), Teaching in Transnational Higher Education (pp. 204-215). New York and London: Routledge Taylor and Francis Group.

Dobos, K. (2011).“Serving two masters” –– academics’ perspectives on working at an offshore campus in Malaysia. Educational Review, 63(1), 19-35. doi:10.1080/00131911003748035

Doorbar, A., & Bateman, C. (2008). The growth of transnational higher education: The UK perspective. In Dunn, L., & Wallace, M. (Eds.), Teaching in Transnational Higher Education (pp. 14-22). New York and London: Routledge Taylor and Francis Group.

Dunn, L. & Wallace, M. (2006). Australian academics and transnational teaching: an exploratory study of their preparedness and experiences. Higher Education Research & Development, 25(4), 357-369. doi: 10.1080/07294360600947343

Dunn, L., & Wallace, M. (2008). Intercultural communities of practice. In Dunn, L., & Wallace, M. (Eds.), Teaching in Transnational Higher Education (pp. 249-260). New York and London: Routledge Taylor and Francis Group.

Eaves, M. (2011). The relevance of learning styles for international pedagogy in higher education. Teachers and Teaching: Theory and Practice, 17(6), 677-691. doi:0.1080/13540602.2011.625143

Egege, S., & Kutieleh. S. (2008). Dimming down difference …. In Dunn, L., & Wallace, M. (Eds.), Teaching in Transnational Higher Education (pp. 67-76). New York and London: Routledge Taylor and Francis Group.

Entwistle, N. (2000). Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. Paper presented at TLRP Conference, Leicester, UK.

Ghauri, P. & Gronhaug, K. (2002). Research methods in business studies: A practical guide. Harrow: Pearson Education.

Gribble, K. & Ziguras, C. (2003). Learning to Teach Offshore: Pre-Departure training for lecturers in transnational programs. Higher Education Research & Development, 22(2), 205-216. doi: 10.1080/07294360304115

Healey, N. (2013). Is UK transnational education ‘one of Britain’s great growth industries of the future’? Higher Education Review, 45 (3), 6-35. ISSN 0018-1609

Heffernan, T., Morrison, M., Basu, P., & Sweeney, A. (2010). Cultural differences, learning styles and transnational education. Journal of Higher Education Policy and Management, 32(1), 27-39. doi: http://dx.doi.org/10.1080/13600800903440535

Hoare, L. (2006). So near and yet so far: an ethnographic evaluation of an Australian transnational education program (Doctoral dissertation, The University of Melbourne, Australia). Retrieved from http://www.dtl.unimelb.edu.au

Humfrey, C. (2009). Transnational Education and the Student Experience: a PMI Student Experience project report. UK Council for International Student Affairs.

Kennedy, P. (2002). Learning cultures and learning styles: myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. doi:0.1080/02601370210156745

Kosmutzky, A. & Putty, R. (2016). Transcending Borders and Traversing Boundaries: A Systematic Review of the Literature on Transnational, Offshore, Cross-Border, and Borderless Higher Education. Journal of Studies in International Education, 20(1), 8-33. doi: 10.1177/1028315315604719

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Leask, B. (2004). Transnational Education and Intercultural Learning: Reconstructing the Offshore Teaching Team to Enhance Internationalisation. Proceedings of the Australian Universities Quality Forum AUQA Occasional Publication.

Leask, B. (2008). Teaching for learning in the transnational classroom. In Dunn, L., & Wallace, M. (Eds.), Teaching in Transnational Higher Education (pp. 120-132). New York and London: Routledge Taylor and Francis Group.

Manathunga, C. (2011). Moments of transculturation and assimilation: post-colonial explorations of supervision and culture. Innovations in Education and Teaching International, 48(4), 367-376. doi:10.1080/14703297.2011.617089

Morrison, M., Sweeney, A., & Heffernan, T. (2003). Learning styles of on-campus and off-campus students: The challenge for marketing educators. Journal of Marketing Education, 25(3), 208–218. doi:10.1177/0273475303257520

QAA (2012). UK Quality Code for Higher Education - Chapter B10: Managing higher education provision with others. Retrieved from http://www.qaa.ac.uk/

QAAHE (2006). Code of practice for the assurance of academic quality and standards in higher education. Retrieved from http://www.qaa.ac.uk/

Smith, K. (2009). Transnational teaching experiences: an under-explored territory for transformative professional development. International Journal for academic Development, 14(2), 111-122. doi:10.1080/13601440902969975

Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioural. Los Angeles: SAGE.

Thomas, G. (2013). From question to inquiry: operationalising the case study for research in teaching. Journal of Education for Teaching, 39(5), 590-601, doi: 10.1080/02607476.2013.852299

UNESCO & CoE (2001). Code of Good Practice in the Provision of Transnational Education. Retrieved from http://www.coe.int

UNESCO & OECD (2005). Guidelines for quality provision in cross-border Higher Education. Retrieved from http://www.coe.int

Yin, R.K. (2003). Case study research: Design and methods. London: SAGE Publications.

Ziguras, C. (2007). Good Practice in Transnational Education A Guide for New Zealand Providers. Retrieved from http://www.educationnz.org.nz/secure/eeidfReports/ENZ010-GoodPracticeinTransnationalEducationFINAL.pdf

Ziguras, C. (2008). The cultural politics of transnational education: Ideological and Pedagogical Issues for teaching staff. In Dunn, L., & Wallace, M. (Eds.), Teaching in Transnational Higher Education (p. 44-54). New York and London: Routledge Taylor and Francis Group.


Refbacks

  • There are currently no refbacks.