Transnational approaches to teaching and learning in higher education: challenges and possible guiding principles

Bovill, Catherine; Jordan, Lynette; Watters, Natalie

doi:10.1080/13562517.2014.945162

Cited by 51 publications

(45 citation statements)

References 18 publications

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“…Thus, as hypothesised by Akkerman and Bakker (2011), traversing different communities of practice activated introspective psychological processes within the participants. The psychological processes then fostered the development of a critical and eclectic approach to the diverse ideologies and practices, which was crucial to enhancing reciprocal learning in the international education context (Howe & Xu, 2013;Keay et al, 2014;Bovill et al, 2015).…”

Section: Cultural Brokering Generated Changed Mindset Practices and mentioning

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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Section: Cultural Brokering Generated Changed Mindset Practices and mentioning

confidence: 99%

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

Lai

Gong

2019

British Educational Res J

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“…More and more universities have now combined to offer TNE and, in this century, university staff and students may travel freely from one country to another country (Bovill et al, 2015). TNE may be defined as a higher education study programme in which learners are based in a country different from that of the awarding institution (Knight, 2016) and it may manifest itself as distance learning, branch campuses, collaborative provision or partnerships, some of which may overlap with each other and thus not form a discrete type (Knight, 2016).…”

Section: Introductionmentioning

confidence: 99%

Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

Feei

2020

Compass

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Role play provides additional learning opportunities to students through interaction with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi'an Jiaotong-Liverpool (XJTLU)a transnational education (TNE) providerare mainly teacher-led lectures and seminars. In my action research, an intuitive proactive approach was adopted, Kodotchigova's modified role play method. After the role play, a survey with open-ended questions (modified from XJTLU Student Module Feedback Questionnaire) gathered the perceptions of students of the role play on their learning experience. Twentyfive students aged ≥ eighteen years (twenty females and five males) agreed to participate. Eighty per cent of the students reported that role play helped them to learn and seventy-two per cent that role play stimulated their interest in the module's subject. In conclusion, role play was a very useful teaching strategy for helping students to demonstrate, after first learning various theoretical perspectives, practical application to real-life situations. However, role play might not be suitable for all students, as some may prefer it mixed with other teaching strategies in classrooms, particularly in a TNE context.

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“…the Middle East. Thus, not only are students increasingly on the move, so too are educators (Bodycott & Walker, 2000;Dunn & Wallace, 2004;Harden, 2006;Smith, 2009;Fenton, 2010 Bovill, Jordan & Watters, 2015;McLean et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“It’s a mind-changing game!”: Health professional educators working abroad

McLean¹,

Silva²,

Major³

et al. 2016

MedEdPublish

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Higher education is now a global industry. As students and staff travel across the globe to study and teach, both the student population and the academic staff profile is becoming increasingly international. While there is a reasonable literature documenting the experiences and challenges of international students, little is, however, known about educators who chose to work outside their country of origin. Following a pilot study carried out in the Middle East, a revised online survey canvassed the global community of health professional educators (n = 89) to garner not only demographic information but also first-hand accounts of their experiences as international educators. The educators were overwhelmingly positive about their rich experiences in new cultural contexts, acknowledging considerable personal development and broadening perspectives. Their challenges were largely personal, in terms of the impact on their families and adapting to new ways of doing things. We propose an innovative model taking into consideration the many individual and environmental factors involved in the pre-departure and the immersion phases.

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Transnational approaches to teaching and learning in higher education: challenges and possible guiding principles

Cited by 51 publications

References 18 publications

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

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

Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

“It’s a mind-changing game!”: Health professional educators working abroad

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