Abstract
While there is a continuing growth in the demand for transnational programmes, the pedagogy of transnational education (TNE) remains largely under-researched. In an attempt to understand the nature of the transnational classroom and the implications for the provider of TNE, this paper explores the experiences of staff and students on programmes provided by a UK university in Hong Kong. Findings suggest that the transnational classroom is a complex and demanding environment as it entails multiple contexts, cultures, participants, roles and modes of delivery. This study proposes a range of strategies that aim to develop a shared vision on partnership and course design to enhance the teaching and learning experience.
Publication Date
2017-01-02
Publication Title
Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education.
Volume
12
Issue
1
Publisher
University of Oxford
Embargo Period
2024-11-19
Keywords
Internationalisation, TNE
First Page
45
Last Page
62
Recommended Citation
Magne, P., Poverjuc, O., & Heffernan, T. (2017) 'Pedagogies across borders: perspectives from teaching staff and students engaged with transnational programmes in Hong Kong.', Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education., 12(1), pp. 45-62. University of Oxford: Retrieved from https://pearl.plymouth.ac.uk/pioe-research/213
