Search Results

You are looking at 1 - 3 of 3 items for

  • Author: Sheila Trahar x
  • All content x
Clear All Modify Search
Restricted access

Sheila Trahar

Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.

Free access

Sheila Trahar

Transnational higher education (TNHE) is a term used for a range of international activities but most commonly it describes programmes where students are located in a different country from the degree-awarding institution. Partnership models include distance learning, dual degrees, franchising and ‘flying faculty’, where academics from the degree-awarding institution fly to another country to teach a programme there. TNHE partnerships are established between institutions for several reasons, not least because of the increase in marketisation of higher education together with the reduction in public funding in many contexts. Interrogating how ‘commercial imperatives nest with academic integrity’ (Sidhu and Christie 2014: 2) is important as many TNHE partnerships are established between ‘Northern’ universities, in particular from Anglo-Celtic countries such as Australia, the U.K. and the U.S.A., and those from the ‘South’ or the ‘East’. Care needs to be taken, therefore, in exercising academic integrity in learning, teaching and assessment in contexts with different academic traditions from those of the degree-awarding institution.

Restricted access

Rowena Murray, Sheila Trahar, and Nicholas Walliman

Eileen Carnell, Jacqui MacDonald, Bet McCallum and Mary Scott, M (2008) Passion and Politics: Academics Reflect on Writing for Publication

Review by Rowena Murray

Thushari Welikala and Chris Watkins (2008) Improving Intercultural Learning Experiences in Higher Education: Responding to Cultural Scripts for Learning

Review by Sheila Trahar

Karen Smith, Malcolm Todd and Julia Waldman (2009) Doing Your Undergraduate Social Science Dissertation

Review by Nicholas Walliman