Improving learning and teaching in transnational education: can communities of practice help?

Keay, Jeanne; May, Helen; Mahony, Joan O’

doi:10.1080/02607476.2014.903025

Cited by 47 publications

(36 citation statements)

References 6 publications

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“…A survey among faculty of transnational programs revealed the magnitude of this issue, with over 50% of respondents reporting communication styles as a challenge in the delivery of cross-border education (Keay, May, & O’Mahony, 2014). As cultural context and communication strongly influence one another, Keay et al champion the intensification of efforts to ensure that information is exchanged and that both parties understand its meaning.…”

Section: Resultsmentioning

confidence: 99%

Exporting a Student-Centered Curriculum: A Home Institution’s Perspective

Waterval

Tinnemans-Adriaanse

Meziani

et al. 2017

Journal of Studies in International Education

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Numerous, mainly Anglo-Saxon, higher education institutions have agreements with foreign providers to deliver their curricula abroad. This trend is gradually making inroads into the medical domain, where foreign institutions undertake to offer their students learning experiences similar to those of the home institution. Not an easy feat, as the national health care contexts differ greatly between institutions. In a bid to export the curriculum, institutions risk compromising their financial resilience and reputation. This article presents an instrumental case study of a home institution’s perspective on the establishment of a cross-border student-centered curriculum partnership. It provides the reader with a practical discourse on dimensions that need to be bridged between home and host contexts, and on new working processes that need to be integrated within the home institution’s existing organizational structure. We describe the advantages and disadvantages based on our experiences with a centralized organizational approach, and advocate for a gradual move toward decentral interfaculty communities of practice.

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Section: Resultsmentioning

confidence: 99%

Exporting a Student-Centered Curriculum: A Home Institution’s Perspective

Waterval

Tinnemans-Adriaanse

Meziani

et al. 2017

Journal of Studies in International Education

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“…Intense cross-cultural interactions and engagement in this education context may maximise the possibility of cross-boundary learning (Wenger, 2000). How to harness the generative possibilities at the borders and facilitate trust and reciprocity across borders is a pressing issue to tackle (Howe & Xu, 2013;Keay et al, 2014;Leung & Waters, 2017).…”

Section: The Studymentioning

confidence: 99%

Boundary brokering for cross‐cultural professional learning in international school contexts

Lai

Gong

2019

British Educational Res J

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Although much research has been done on the internalisation of education, issues related to intercultural professional learning, especially in the school education context, remain underexplored. This study examines the potential of boundary brokering in facilitating cross‐cultural professional learning in an international school context. This article reports the qualitative findings from an interview study with seven non‐ethnic Chinese language teachers who resided at the borders of Chinese and western communities of practice on their boundary brokering experience in bridging the different norms of being and practice in the Chinese teacher community and the western communities in international schools in Asia. Interview responses from the participants show that the participants’ cultural brokering generated critical and eclectic perspectives and practices, and reshaped the power landscape in the workplace. At the same time, their cultural brokering was shaped by the interactions among power relations within and across communities of practice, social suggestions on cultural brokering and the boundary brokers’ self‐positioning. The findings suggest that cultural brokering could serve as a potential teacher professional development tool to foster reciprocal learning across culture borders. The complex network of influencing factors at play suggests that, in order to facilitate positive cultural brokering, it is necessary to adopt a systemic approach that underscores resetting valued skills and expertise within and across communities, creating a positive school culture that encourages reciprocal learning and managing individual teachers’ brokering mentalities and capacities.

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“…Recent research conducted by Helms (2015) and Keay, May and O'Mahony (2014) has sought to address certain operational issues. Helms (2015) suggests that a key theme in the management of international education partnerships is that of 'faculty and staff engagement ' (2015, p. 10).…”

Section: Partnership Implementation: Operating Transnational Partnersmentioning

confidence: 99%

“…By focusing on answering research questions centred on practice, delivery challenges, and institutional support for transnational education, Keay et al (2014) sought to explore TNE partnerships by applying a communities of practice framework. Although this is arguably the most comprehensive account of TNE partnership development produced thus far, there are limits to their research.…”

Section: Partnership Implementation: Operating Transnational Partnersmentioning

confidence: 99%

Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research

Bordogna

2017

Journal of Studies in International Education

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For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance and pedagogy. Whilst these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches in order to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value. KeywordsTransnational higher education partnerships; faculty members; third generation cultural historical activity theory; social action theory, transformational model of social action.

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Improving learning and teaching in transnational education: can communities of practice help?

Cited by 47 publications

References 6 publications

Exporting a Student-Centered Curriculum: A Home Institution’s Perspective

Exporting a Student-Centered Curriculum: A Home Institution’s Perspective

Boundary brokering for cross‐cultural professional learning in international school contexts

Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research

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