TY - JOUR
T1 - I like the people I work with. Maybe I'll get to meet them in person one day: teaching and learning practice development with transnational teaching teams
AU - Keevers, Lynne
AU - Lefoe, Geraldine
AU - Leask, Betty
AU - Sultan, Fauziah K.P.Dawood
AU - Ganesharatnam, Sumitha
AU - Loh, Vincent
AU - Lim, Jane See Yin
PY - 2014/5
Y1 - 2014/5
N2 - Significant changes have occurred in the international education landscape driven by the need for access to higher education in developing countries. One response to this situation has been the provision of higher education in the developing country via partnership arrangements with overseas institutions. Rapid growth in transnational programmes has resulted in many opportunities for nations seeking to build their capacity, for institutions and for staff and student learning, as well as significant challenges. This research contributes to addressing some of these challenges by focusing attention on teaching and learning practice development with transnational teaching teams. This paper is grounded empirically in an international collaboration between three Australian, one Malaysian and one Vietnamese university. Employing a practice-based approach using multi-site participatory action research, the researchers investigated the professional development needs of transnational teaching teams and their experience working in transnational programmes. The study suggests that for professional development to be effective in transnational education it needs to be collaboratively designed and negotiated, context-sensitive and specific, practice-based and involve teams engaging and learning together in their daily work contexts. Such an approach harnesses the diversity of transnational teaching teams and enhances dialogue and relationships amongst team members.
AB - Significant changes have occurred in the international education landscape driven by the need for access to higher education in developing countries. One response to this situation has been the provision of higher education in the developing country via partnership arrangements with overseas institutions. Rapid growth in transnational programmes has resulted in many opportunities for nations seeking to build their capacity, for institutions and for staff and student learning, as well as significant challenges. This research contributes to addressing some of these challenges by focusing attention on teaching and learning practice development with transnational teaching teams. This paper is grounded empirically in an international collaboration between three Australian, one Malaysian and one Vietnamese university. Employing a practice-based approach using multi-site participatory action research, the researchers investigated the professional development needs of transnational teaching teams and their experience working in transnational programmes. The study suggests that for professional development to be effective in transnational education it needs to be collaboratively designed and negotiated, context-sensitive and specific, practice-based and involve teams engaging and learning together in their daily work contexts. Such an approach harnesses the diversity of transnational teaching teams and enhances dialogue and relationships amongst team members.
KW - internationalisation
KW - practice-based
KW - professional development
KW - transnational
UR - http://www.scopus.com/inward/record.url?scp=84899527202&partnerID=8YFLogxK
U2 - 10.1080/02607476.2014.903024
DO - 10.1080/02607476.2014.903024
M3 - Article
AN - SCOPUS:84899527202
SN - 1360-0540
VL - 40
SP - 1
EP - 19
JO - Journal of Education for Teaching
JF - Journal of Education for Teaching
IS - 3
ER -