Transnational and transcultural positionality in globalised higher education
Transnational higher education (TNE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, is a rapidly developing phenomenon. Universities across the UK, for example, are now operating 1,395 TNE programmes and 73 overseas campuses have been established. There are 454,473 students involved in TNE and this excludes Distance Learning students (British Council 2013). The growth in transnational higher education in the last decade and the associated increase in the involvement of university teachers in transnational education represent huge potential for transformative experiences for teachers. Research has shown that experiencing a different community of practice can enable teachers to identify and question their (sometimes unconscious) assumptions and beliefs about teaching and learning, with a crucial element in the transnational experience being the dissonance generated (Hepple 2012; Keay et al. this issue). Research into transnational education has doubled since 2006 (Caruana and Montgomery forthcoming) and the topic is attracting increasing attention with initiatives around EU programme collaboration and research begun by the British Council.
Montgomery, C. (2014). Transnational and transcultural positionality in globalised higher education. Journal of education for teaching : JET, 40(3), 198-203. https://doi.org/10.1080/02607476.2014.903021
|Acceptance Date||Jan 1, 2014|
|Online Publication Date||Apr 24, 2014|
|Publication Date||May 27, 2014|
|Deposit Date||Mar 11, 2016|
|Publicly Available Date||Oct 27, 2022|
|Journal||Journal of education for teaching|
|Peer Reviewed||Peer Reviewed|
|Additional Information||Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=cjet20|
©2016 University of Hull
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