Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course

Compton, Martin; Alsford, Sally

doi:10.1080/1360144x.2022.2119240

Cited by 3 publications

(2 citation statements)

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“…Despite the fact that students register on postgraduate TNE programmes, seeking a foreign learning credential and expertise, they still remain fully entrenched in all pervading local culture which Healey (2018), and Wilkins and Balakrishnan (2013) call 'a "transient" bubble' of foreign culture, which students experience for only part of each day, resulting in conflicts of identity and adjustments difficulties. We are conscious, in this analysis, of the power equation that may be operating at various levels in transnational provisions, which 'sets up' the foreign expertise and professionalism (Compton & Alsford 2022). This is an aspect of TNE work that local facilitators had to factor in the design of the curriculum itself.…”

Section: Managing Neocolonialismmentioning

confidence: 99%

Transforming Postgraduate Education in Africa

Samuel

2023

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Alternation research groups have made decisive and far-sighted knowledge production contributions in the interdisciplinary Arts and Humanities arena for more than twenty-five years. From 2020, it adds the Alternation African Scholarship Book Series (AASBS) to its research outputs system. Via its incisive thematically-focused inter-, multi-, and transdisciplinary, as well as digitally-informed, research approaches, the AASBS not only advances the frontiers of knowledge in Africa's institutions of Higher Learning in designated focus areas, but also critically generates scholarship of, by and with the people(s) of our continent. Historically the research draws on the rich traditions of interactive African intellectualisations, from its earliest civilisations, through struggles for liberation and freedom, to independence and growth. It opens up future epistemic opportunities through intellectual initiative and resourcefulness, while critically contributing to the international advancement of knowledge on all relevant levels. Contributing to research-led constructive, transformative and substantial discourse development in our programmes and disciplines, it also aims at impacting the wellbeing of our people foundationally and all-inclusively in the present. All forms of scientific and social challenge which Africa's societies and communities face, need to be problematised and researched in the Arts and Humanities, in the interest of cooperative and conscientious responsible knowledge generation and foundational conceptual and methodological research impacts. We serve the hopes and aspirations of the people of Africa.AASBS is committed to the highest levels of inclusive, factually correct and critical, sociallyresponsive and socially-accountable evidence-based research analyses and outputs. Each chapter is reviewed by at least two independent peer reviewers. Through its editing and peerreview system, each volume also builds research leadership, research expertise, and interactive research acumen, capacity and capabilities.

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Section: Managing Neocolonialismmentioning

confidence: 99%

Transforming Postgraduate Education in Africa

Samuel

2023

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“…Students and tutors come to the TNE situation with agency derived from their own values, goals, motivation and educational experience, which are deployed and renegotiated (Djerasimovic 2014). Current literature reveals that TNE could be a space for collaboration and transformation if nurtured through trust, reciprocity and collegial relationships (Compton & Alsford 2022).…”

Section: Managing Neocolonialismmentioning

confidence: 99%

Transition into Transnational Postgraduate Education Reflections from Programme Facilitators

Mariaye

2023

Transforming Postgraduate Education in Africa

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The present chapter examines, through the lens of two transnational partnerships (located within North-South and South-South contexts), the possibilities for strengthening student transition into postgraduate studies in education. Drawing from the experiences of facilitators across three transnational postgraduate programmes, namely a Master of Arts in Education, a professsional doctorate in education (EdD) and a PhD in Education, it reflects on what has been learned with respect to the barriers and enablers to transitioning from undergraduate to postgraduate learning, highlighting aspects of transnational education which could prove to be supportive of strong student outcomes. The paper thus re-situates the debate on postgraduateness, responding to the critique of postgraduate education being much talked about but misunderstood. The chapter has implications for exploring how institutional partnerships across Africa could enhance transition into postgraduate studies because it offers a space for modelling out expectations of collaboration, sustained dialogue, critique, shared understanding of epistemological and methodological rigour and intercultural sensitivity which cohere with the attributes expected of postgraduate education.

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