Australian academics teaching in Singapore: striving for cultural empathy

Dunn, Lee; Wallace, Michelle

doi:10.1080/14703290410001733285

Cited by 58 publications

(63 citation statements)

References 13 publications

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“…The overseas students were regarded as more 'respectful' (Drs Campbell, Stewart and Mackenzie), more motivated (Dr Stewart) and less likely to plagiarise (Drs Robertson and Stewart) than students in the UK. Other research supports the findings here in terms of respect for flying faculty teachers (see Bodycott and Walker 2000;Prowse and Goddard 2010), but counters findings around plagiarism (Dunn and Wallace 2004;Evans and Tregenza 2002). While both Dr Campbell and Dr Fergusson struggled with the classroom attitudes of their Middle Eastern students, Dr Campbell found the students more likely to ask questions than his UK students, and Dr Fergusson, feeling that the students were less mature than the equivalent in the UK, spoke to his Middle Eastern students 'kind of differently, as a parent rather than a teacher'.…”

Section: Relationships With Local Staff and Studentssupporting

confidence: 46%

Exploring flying faculty teaching experiences: motivations, challenges and opportunities

Smith

2012

Studies in Higher Education

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Section: Relationships With Local Staff and Studentssupporting

confidence: 46%

Exploring flying faculty teaching experiences: motivations, challenges and opportunities

Smith

2012

Studies in Higher Education

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“…Watkins and Biggs 2001, Foster and Stapleton 2012, Gieve and Clark 2005 and transnational undergraduate study programmes in Asia (e.g. Yang 2008, Dunn andWallace 2004). There is also a growing body of studies on transnational teaching (Smith 2009), and in addition, there are some sporadic studies on preparing teachers for transnational education (e.g.…”

Section: Introductionmentioning

confidence: 98%

Chinese University Teachers’ Experiences of a Finnish University Pedagogical Workshop

Kettula¹,

Lampinen²,

Fan³

et al. 2013

Trames

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The purpose of this study is to investigate Chinese university teachers' experiences of a Finnish university pedagogical workshop. The qualitative research data were collected from the participants' learning journals and feedback. The findings reveal that Western educational practices cannot be imported as such, but have to be adapted to the Chinese culture. In a multicultural training, participants may face challenges that remain unrecognized by the educators. Similarly, participants may expect educators to behave in a manner that is unfamiliar to the educators. In order to further develop worthwhile tools for teaching and learning in the Chinese context, there is a need for collaboration between educators and participants. The findings of this study have practical implications for higher education related to developing university pedagogical training in multicultural and multidisciplinary contexts. In particular, the study generates new information for pedagogical cooperation projects between Western and Chinese universities.

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“…This research tends to be written by Australian academics (Bodycott & Walker, 2000;Dunn & Wallace, 2004, 2006Leask, 2004;Evans & Tregenza, 2002;Gribble & Ziguras, 2003;Feast & Bretag, 2005) about Australian academics' experiences of teaching overseas. The experiences are gener-ally in the Far East (Dunn & Wallace, 2006;Feast & Bretag, 2005) or specific Asian countries, notably Hong Kong (Bodycott & Walker, 2000;Leask, 2004;Evans & Tregenza, 2002), Singapore (Dunn & Wallace, 2004), or China (Debowski, 2005. Two exceptions include US academics' study of teaching in Brazil (Crabtree & Sapp, 2004) and Canadian experiences in Qatar (Prowse & Goddard, 2010).…”

Section: Introductionmentioning

confidence: 99%

Overseas flying faculty teaching as a trigger for transformative professional development

Smith

2013

International Journal for Academic Development

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In earlier work, I proposed that flying faculty teaching, where home institution academics teach for short, intense periods in host countries, could foster transformative professional development. In the present article, I explore this empirically. Using the biographic???narrative???interpretative method, five male academics were interviewed three times about their experiences of teaching outside the country where they ordinarily work. The data provide vivid descriptions of overseas teaching in terms of the content (choice of materials, contextualisation, research areas); process (delivery and facilitation, hierarchy, language); and premise (the enterprise of internationalisation, expanded worldviews and global appreciation) of academic practice. The findings raise issues about how universities and the academic development community more specifically support and develop staff for such globalised roles

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Australian academics teaching in Singapore: striving for cultural empathy

Cited by 58 publications

References 13 publications

Exploring flying faculty teaching experiences: motivations, challenges and opportunities

Exploring flying faculty teaching experiences: motivations, challenges and opportunities

Chinese University Teachers’ Experiences of a Finnish University Pedagogical Workshop

Overseas flying faculty teaching as a trigger for transformative professional development

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