Purpose -The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context. Design/methodology/approach -An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n 5 119) and after (n 5 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers. Findings -The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.Research limitations/implications -The design of the current research may have limited the authors' potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time. Practical implications -The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.
Questions concerning the purpose and the nature of higher education are often referred to as "the idea of higher education". The article illustrates that the idea of higher education is contextual and changeable, thus contested over time. The aim of the article is to present and analyse some of the most prominent changes in the idea of higher education last three decades by reviewing relevant literature. The analysis focuses on three major influences that redefine the idea of higher education in Europemassification, globalisation and internationalisation, and neoliberal ideas. The recognised changes transform the way higher education is understood and conceptualised which in turn affects the way higher education is organised and developed in practice.
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