Relevant bibliographies by topics / Transnational teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Transnational teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Transnational teaching"

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Rupp, L. J. "Teaching about Transnational Feminisms." Radical History Review 2008, no. 101 (April 1, 2008): 191–97. http://dx.doi.org/10.1215/01636545-2007-045.

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Sheptycki, James. "Teaching and Learning Guide for: Transnational Crime and Transnational Policing." Sociology Compass 3, no. 6 (October 22, 2009): 1029–33. http://dx.doi.org/10.1111/j.1751-9020.2009.00246.x.

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Jelača, Dijana. "Teaching transnational cinema: politics and pedagogy." Feminist Media Studies 17, no. 4 (June 6, 2017): 697–99. http://dx.doi.org/10.1080/14680777.2017.1331000.

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de Nie, Michael, Mo Moulton, Ciaran O'Neill, and Enda Delaney. "Roundtable Discussion: Teaching Transnational Irish History." Éire-Ireland 51, no. 1--2 (2016): 266–76. http://dx.doi.org/10.1353/eir.2016.0012.

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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.

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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs. Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view. Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning. Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives. Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.
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Chapman, Anne. "Teaching and Learning in Australian University Transnational Education." International Journal of Learning: Annual Review 16, no. 1 (2009): 315–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46079.

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Wang, Qian, and Jiajun Liu. "Teaching for the future: a transnational university practice." On the Horizon 28, no. 2 (April 13, 2020): 85–92. http://dx.doi.org/10.1108/oth-11-2019-0078.

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Purpose The purpose of this paper is to explore an innovative teaching design to teach accounting management that aims to foster students’ technical and soft skills. The effectiveness of this new teaching design addresses current concerns for universities preparing students for the future. Design/methodology/approach The paper deploys the qualitative research methodology and applies multiple methods to gather data in a case study. The researchers collected data through pre- and post-surveys of individual students, three half-day observations on the five project teams and a one-hour long semi-structured interview with a focus group. Findings Five themes emerged in the research to support the effectiveness of the new teaching design. The study also showed that students’ abilities in self-directed learning (SDL) link to their learning experiences. When students were more capable of initiating learning, such ability enriched their practices of soft skills in the team setting. Research limitations/implications This one-shot study had a small group of homogeneous participants and had no baseline comparison to identify the increment of students’ soft skills. Practical implications The findings provide valuable insights into the course design and implementation of the teaching approach for the future. The paper suggests that fostering students’ SDL will increase the effectiveness of soft skills development. Originality/value This empirical research extends current knowledge of teaching soft skills and calls for action on the development of students’ SDL abilities.
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Carolan, L., and L. Wang. "Reflections on a transnational peer review of teaching." ELT Journal 66, no. 1 (April 15, 2011): 71–80. http://dx.doi.org/10.1093/elt/ccr023.

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Fletcher, Y. S. "Teaching the History of Global and Transnational Feminisms." Radical History Review 2005, no. 92 (April 1, 2005): 155–63. http://dx.doi.org/10.1215/01636545-2005-92-155.

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Trahar, Sheila. "Learning and teaching on transnational higher education programmes in Hong Kong." Learning and Teaching 8, no. 1 (March 1, 2015): 95–112. http://dx.doi.org/10.3167/latiss.2015.080106.

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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.
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Dissertations / Theses on the topic "Transnational teaching"

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Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.

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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes of participation alongside the role that technology plays in facilitating these. The subject of learning and teaching is an increasingly important area of study. The complex relationship between the practices of learning and teaching alongside research and administration duties within higher education has been previously explored yet little discussion is offered on academics who focus on learning and teaching practice. However, within the context of human geography research TNLTs as defined within this thesis have only received cursory treatment. This study situates TNLTs under the umbrella of geographies of higher education that are increasingly being studied with focuses on transnational academic mobility, international student mobility and international collaborations in higher education. This study sketches a conceptual framework for engaging in academic networking by bringing research together on TNLTs, Continuing Professional Development (CPD), higher education on a global scale, Communities of Practice (CoP) and the technology driven-network society that comprise five bodies of literature that have not been considered collectively before. Due to a lack of literature and previous work on TNLTs, this thesis applies grounded theorising that generated findings out of the data rather than testing a hypothesis. Such inductive methodology develops and constructs theory and is a useful approach to researching TNLTs because it also allows for a combination of different research methods. In this thesis, various ways to access TNLTs are blended to effectively study them, including both face-to-face and online surveys and interviews.
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Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.

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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.
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Solmaz, Osman. "Multilingual Students' Management of Transnational Identities in Online Participatory Sites." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560921.

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In an age characterized by globalization and mobility, societal dynamics across the world have experienced dramatic changes in terms of cultural and linguistic diversity. The increase in the flows of populations, discourses, and materials has been further accelerated by the technological advances. The new, digital ways that we use to communicate, interact, and manage our social relationships have led researchers to think about new ways of approaching texts, resources, and social interactions. Referring to globalization, deep transformations in society, and resulting sociolinguistic impacts, Coupland (2003) and Blommaert (2003) call for a rethinking of the ways sociolinguistics attempt to address globalization. This call has precipitated various theoretical and methodological suggestions, which have appeared in monographs, journal issues, and edited volumes (e.g., Blommaert, 2010; Coupland, 2010; de Fina & Perrino, 2013; Pennycook, 2010; Thurlow & Jaworski, 2010). However, the study of digital practices at the intersection of heterogeneity and mobility in the age of digital diversity has been minimally addressed (See Androutsopoulos & Juffermans, 2014).In an attempt to shed light on digital activities of multilingual individuals in online participatory spaces, the current study investigates the social networking site (SNS) practices of international graduate students (IGSs) who are experiencing transnational mobility. Theoretically informed by sociolinguistics and new media studies, the current interdisciplinary study analyzes multilingual students' new media literacy (NML) practices, use of semiotic resources, and digital practices of sharing transcultural content in connection with the construction and management of various aspects of their identities in contexts of superdiversity. For this purpose, the collected data, which is triangulated with an online survey, semi-structured interviews, and SNS data, is both quantitatively and qualitatively analyzed. The findings show that despite having what could be considered' truncated NMLs' (i.e. having different levels of literacies), IGSs successfully interact within participatory spaces. The quantitative and qualitative results indicate that multilingual students frequently engage in linguistic and multimodal practices by mobilizing a great diversity of linguistic and multimodal resources in identity performances. Furthermore, IGSs mediate transcultural content by means of semiotic resources to negotiate their membership in various home country and host country communities. It is concluded that multilingual students form, foster and maintain transnational identities in superdiverse digital contexts by mobilizing their often 'truncated repertoires' (Blommaert, 2010), which may include semiotic tools afforded by SNSs, language resources, and NMLs. This dissertation aims to make a value-added theoretical contribution to the current thinking of online superdiversity; a methodological contribution by employing Social Network Analysis as a data collection and analysis technique; and a pedagogical contribution by proposing that 'SNS Literacies', a set of social practices that are essential for navigation and participation of learners in superdiverse networks, be explicitly addressed within educational contexts.
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Beutel, Mirja [Verfasser]. "Teaching Cosmopolitanism through Transnational Literature in English : An Empirical Evaluation of Studentsʼ Competence Development in a Life-Writing Approach to Teaching Literature / Mirja Beutel." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173661115/34.

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Silvester, Katherine. "LITERACIES IN MOTION: TRANSNATIONAL LIVES AND LIFELONG LEARNING IN THE US AND NEPAL." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/555859.

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"Literacies in Motion: Transnational Lives and Lifelong Learning in the US and Nepal," is a multi-sited, ethnographic case study of adult Bhutanese refugees' English language and literacy learning in the transnational contexts of the Bhutanese Diaspora and subsequent refugee resettlement. Specifically, I look at two refugee education programs that provide intensive English language training, the Pima Community College Adult Education Refugee Education Project (REP) in Tucson, Arizona and Caritas-Nepal's Spoken English Center at the site of the Bhutanese refugee camps in Jhapa, Nepal. As a teacher engaged in classroom inquiry in the REP program in Tucson, I was interested in how multilingual adults who strategically and complexly identified as refugees also understood themselves as English language learners and what effect these orientations might have on learning processes and classroom dynamics, especially related to literacy instruction. This initial classroom research gradually expanded to include research in the homes and community spaces of the Nepali-speaking Bhutanese students who invited me to participate as a teacher-researcher in their cultural events and neighborhood meetings and, eventually, to global sites of inquiry in the Bhutanese refugee camps in Nepal. Altogether, I conducted ethnographic research over a period of 5 years, including classroom observations, teacher and learner interviews, and literacy artifact collection in homes, schools, and community spaces. My findings show that while linguistic inequalities within the communicative contexts of refugee resettlement worked to constrain adult language learners' second language literacies in the classroom, refugees' own mobile knowledge networks and global language investments allowed for more flexible multilingual and multimodal literacy resources and practices. Furthermore, while there is a profound, collective investment in English language learning in refugee camps in Nepal prior to resettlement, this investment is complex and learners often demonstrate deeply ambivalent attitudes toward the benefit of learning English especially later in life. While much local effort is invested in "empowering" teachers and adult learners through English education, true fluency among older adults in the refugee camp remains extremely limited to a truncated classroom repertoire (i.e. copying from the board, repetition, and simple greetings). Instead, adult learners, especially women, flourished in other ways through language center leadership, recruitment, and coordination involving translingual, transcultural, and multimodal skills. By considering the ways in which women refugees' expanding communicative repertoires outside of class operate in the refugee camp, and then travel through the migratory space of refugee resettlement, this study supports the work of emerging voices in the field of rhetoric and composition (i.e. Rebecca Lorimer Leonard's "traveling literacies") as well as those more established in literacy studies and applied linguistics (i.e. Jan Blommaert's "grassroots literacies" and "mobilization of language resources") to forward a mobile literacies construct that helps to explain the affordances and constraints of traveling language resources in a globalized world. Discrepancies found in both US and Bhutanese refugee camp contexts between the truncated English language repertoires of adult learners in class and their expanding translingual and multimodal repertoires outside of class, suggest important implications for translocal language policy and planning for multilingual learners.
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Wirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.

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Martinez, Martha Yamilett. "Estudiantes con Experiencia Educativa Previa en los Estados Unidos de América Inscritos en las Escuelas de Sonora: Su Capital Académico." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/347095.

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Entre 2005 y 2010 cerca de 1.4 millones de inmigrantes mexicanos regresaron a México. Aunque las razones de su regreso varían, es innegable que hay una creciente tendencia en lo que ahora es conocido como migración de retorno (MATT, 2014). Esta investigación cualitativa, tiene como propósito identificar características del desarrollo de lenguaje (español e inglés), el desarrollo social y el capital académico de los estudiantes con experiencia educativa previa en los Estados Unidos de América y que están inscritos en las escuelas de Sonora. Estudiantes y padres de familia que por un periodo de tiempo vivieron en ese país y ahora residen en tres distintas ciudades de la entidad dan su testimonio y, junto con el de los profesores se analizan las implicaciones educativas de esta migración de retorno bajo la perspectiva del transnacionalismo. Se busca volver visibles a estos estudiantes que cada vez adquieren mayor presencia en nuestras aulas, a través de la valoración de su capital social y académico y hacer propuestas educativas pertinentes acorde a sus necesidades multiculturales. Se reconocen las particularidades propias de esta región Sonora-Arizona, permiten por sus características geográficas, económicas y sociales, generar un enfoque enriquecido de redes transnacionales en favor del fortalecimiento de la identidad, el desarrollo económico y social. (Between 2005 and 2010 about 1,4 millions of people of Mexican immigrant returned to Mexico. Although their reasons are different, it is undeniable a growing tendency in what nowadays is known a return migration (MATT, 2014). This research aims to recognize qualitatively the social and language (Spanish and English) development, along with the academic value in students in Sonora who have had previous schooling experience in the United States of America. Students and parents who lived for a period of time in the US and now they live in three different cities in Sonora are some of the participants. Through their testimonies along with teachers this research explains the process of return migration to Mexico linked to the approach of transnationalism. The study focuses in making visible the increasing presence of these students in Mexican schools by giving value to their social and academic capital, as well as introduces educational proposals that are suitable to the student’s multicultural needs. The geographic, economic and social characteristics of the Sonora-Arizona region allows and generates a focal point abundant of transnational networks that favors the enrichment of identity, social and economic development.)
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Keegan, Patrick Joseph. "Places of Civic Belonging Among Transnational Youth." Thesis, 2017. https://doi.org/10.7916/D8TH8TN4.

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This dissertation study investigated how immigrant youth attending two different high schools for late-arrival immigrants in New York City constructed civic belonging by attending to their everyday enactments of citizenship across the contexts of school, neighborhood and home. Civic belonging refers to the embodied social practices by which immigrant youth cultivate social trust and construct an emotional connection to particular communities and places. In conducting this research, I utilized a critical visual research methodology, as well as interviews and focus groups. Data was collected from 10 immigrant youth from Guinea, the Gambia, Senegal, Yemen, Bangladesh and the Dominican Republic. My findings were that participants constructed civic belonging in school by creating social trust that bridged cultural, religious, linguistic, and ethnic differences. In their neighborhoods, their civic belonging was restricted by a politics of belonging that created distrust and misrecognition of their cultural and religious identities. Finally, my participants constructed civic belonging in relation to their understandings of home. Family relationships mediated their civic belonging by reinforcing home country ties. This study has implications for how public schools can better educate immigrant youth as citizens who build solidarity with diverse others and work towards a common good. This is critical in today’s world that is more connected through the movement of people, and yet, where many nation-states seek to limit the rights of immigrants to belong within their borders.
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LU, YU-LING, and 呂侑陵. "The Study of Communicative Strategies by Two Transnational Vietnamese-Taiwanese Students in Individualized CSL Teaching Classes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4j43x2.

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碩士
國立高雄師範大學
華語文教學研究所
105
More and more new immigrant children transfer between Taiwan and other countries’ education systems because of the family factors. When they come to Taiwanese school settings, they will face challenges either in learning or interpersonal relationships because of their language proficiency of Chinese as a second language (CSL). Chun (2017) defines children who have been educated for a certain period of time outside the Taiwanese education system, or have been transferred for several times between Taiwan's education system and other countries’ education systems, are called “transnational students”. It is common that these students are usually sent to a lower grade or into the counseling classes if their language proficiency cannot catch up their peer’s regular classroom performance. However, the teacher training system in Taiwan does not include the ideas of CSL teaching. Therefore, for teachers, the communicative difficulty often leads to a sense of helplessness; for students, the unfamiliarity with Chinese and the barriers to communication make them feel anxious about learning Chinese. The purpose of this study is to analyze the communicative strategies used by the Transnational Vietnamese-Taiwanese students in the individualized CSL classrooms and the influencing factors of communicative strategies. This is an ethnographic study. Participants are two transnational students with Vietnamese background in two different junior high schools locate at southern Taiwan and two of their teachers. The data collection includes video recordings, field notes, and semi-structured interviews. The strategies of communication collected from participants are divided into three categories based on Dörnyei and Scott (1995, 1997): Direct Strategy, Interaction Strategy, and Indirect Strategy. And then the researcher cross-checked the data in order to answer the research questions. The study found that the communicative strategies used by students were scattered among these three categories and the Interaction Strategy is the most widely used. Two students show their preference in communicative strategy respectively. The reasons related to the communicative strategies difference also involve the factors between teachers and students. The factors associated with teachers are teaching goals and teacher's language use. The factors associated with students are personality, language anxiety, and learning motivation. This study also reveals the diversity of transnational Vietnamese-Taiwanese students' communicative strategies. Three conclusions in this study are: (1) transnational Vietnamese-Taiwanese students' communicative strategies are not entirely related to the lack of language proficiency; (2) individualized Chinese classes have a considerable impact on the performance of communicative strategies for transnational Vietnamese-Taiwanese students (3) CSL teachers can help transnational Vietnamese-Taiwanese students to improve their communicative strategy. Three teaching suggestions are provided for future researchers and teachers: (1) CSL teachers need to observe the transnational Vietnamese-Taiwanese students’ communicative strategies in order to properly facilitate his/her teaching process. (2) CSL teachers need to give transnational Vietnamese-Taiwanese students immediate feedback and differentiated learning tasks; (3) CSL teachers need to conduct a multi-dimensional assessment to better accommodate the transnational Vietnamese-Taiwanese students’ learning contexts.
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Naidoo, Vasanthrie. "Guidelines for the implementation of transnational nursing education : a collective case study approach of institutional perspectives and practices." Thesis, 2017. http://hdl.handle.net/10321/2552.

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Submitted in fulfilment of the requirements for the Doctor of Nursing in the Faculty of Health Sciences, Durban University of Technology, Durban, South Africa, 2017.
Background In recent times, the internationalization of nursing education and the collaboration with international academic partners has become a priority of academic institutions’ strategic plans and visions. This coupled with the fact that the world has entered a critical period in terms of addressing health and preparing nurses to address health needs has made this study timeous. In view of these historical challenges, nursing education institutions, nursing colleges and universities with nursing faculties in South Africa have, in recent years, engaged in international partnerships. These collaborative partnerships have influenced the delivery and facilitation of transnational nursing education (TNE) or cross-border nursing programmes, both nationally and internationally. Challenges raised with regards to TNE delivery systems are often related to issues revolving around academic design and implementation. Further issues such as the differences between the host institution’s general goals, the academic programs, student characteristics and social and cultural dimensions as compared to the awarding institution, add to these challenges. Aim The aim of this study was to explore the perspectives and practices and experiences of nursing education institutions, academic leaders and graduates, who were involved in TNE. Based on the findings of this study, the ultimate aim was to develop guidelines for the implementation of TNE in NEIs. Methodology A qualitative multiple case-study approach was employed to explore institutional perspectives and practices related to TNE. The population comprised nursing education institutions, academic leaders and nursing graduates that were involved in TNE programs. In order to draw comparison between South African TNE practices and perspectives with international best operating practices relating to TNE, other global academic leaders and institutions involved in this type of education were invited to participate in the study. Institutional records were analysed for descriptions and patterns related to conceptual issues, structures and processes that are known to impact either negatively or positively on TNE. Results The study findings revealed that access to ‘importing’ and ‘exporting’ of nursing programs are still faced with many challenges by all stakeholders. It was also revealed that the lack of guidance during TNE ventures allude to cross-border nursing education being a ‘for profit’ arrangement. From the findings the researcher was able to propose and develop guidelines for the implementation of TNE for nursing education institutions, academic leaders and students. It is hoped that these guidelines will be considered as a tool to improve TNE delivery in terms of quality assurance, accreditation, registration, and qualification recognition.
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Books on the topic "Transnational teaching"

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Marciniak, Katarzyna. Teaching Transnational Cinema. New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315681733.

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Associação Brasileira de Estudos Canadenses. Congresso Internacional. Perspectivas transnacionais =: Perspectives transnationales = Transnational perspectives. [Belo Horizonte, Brazil]: ABECAN, 2005.

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Associação Brasileira de Estudos Canadenses. Congresso Internacional. Perspectivas transnacionais =: Perspectives transnationales = Transnational perspectives. [Belo Horizonte, Brazil]: ABECAN, 2005.

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J, Hebel Udo, ed. Transnational American studies. Heidelberg: Universitätsverlag Winter, 2012.

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Schmidt, Clea, and Jens Schneider, eds. Diversifying the Teaching Force in Transnational Contexts. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7.

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Conference, on Educating Lawyers for Transnational Challenges (2004 Oahu Hawaii). Educating lawyers for transnational challenges. Washington, D.C: Association of American Law Schools, 2004.

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Transnational and borderland studies in mathematics education. New York: Routledge, 2010.

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Teaching history and the changing nation state: Transnational and intranational perspectives. New York: Bloomsbury Academic, 2016.

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Onsman, Andrys. Cross-border teaching and the globalization of higher education: Problems of funding, curriculum quality, and international accreditation. Lewiston, N.Y: Edwin Mellen Press, 2010.

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Cross-border teaching and the globalization of higher education: Problems of funding, curriculum quality, and international accreditation. Lewiston: Edwin Mellen Press, 2009.

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Book chapters on the topic "Transnational teaching"

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Lee, Ming-Yeh, David Hemphill, and Jacob Perea. "Teaching in Transnational Spaces." In Spotlight on China, 203–18. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-669-9_12.

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Liu, June Yichun. "The Affordances of Facebook for Teaching ESL Writing." In Transnational Writing Education, 203–21. New York : Routledge, 2018. | Series: ESL & applied linguistics professional series: Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-12.

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Cockayne, David, and Heather Cockayne. "Chalk and Talk? Teaching Practice and Innovation in Transnational Education." In Exporting Transnational Education, 151–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_9.

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Tharapos, Meredith, and Brendan T. O’Connell. "Teaching Strategies Employed in Transnational Education." In Transformations in Tertiary Education, 89–100. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_8.

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Florence, Namulundah. "A Matter of Habit: Unraveling the Teaching/Learning Knot." In Transnational Africa and Globalization, 213–44. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137011961_10.

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Li, Yongyan, and Xiaohao Ma. "Teaching English Academic Writing to Non-English Major Graduate Students in Chinese Universities." In Transnational Writing Education, 222–43. New York : Routledge, 2018. | Series: ESL & applied linguistics professional series: Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-13.

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Brown, Byron, David Graham, Juliet Hinrichsen, and Paddy Turner. "Developing Collegial Approaches to Teaching Quality in TNE Partnerships: The Case of Professional Recognition." In Importing Transnational Education, 29–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43647-6_3.

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Li, Guofang. "Teaching Superdiverse Students in a Transnational World." In Superdiversity and Teacher Education, 19–35. New York, NY : Routledge Taylor & Francis, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-3.

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Burbules, Nicholas C. "8. Ubiquitous Learning and the Future of Teaching." In Teacher Education in a Transnational World, edited by Rosa Bruno-Jofre and James Scott Johnston, 177–88. Toronto: University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442619999-012.

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Santoro, Ninetta. "The Cultural Diversification of the Scottish Teaching Profession." In Diversifying the Teaching Force in Transnational Contexts, 1–13. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7_1.

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Conference papers on the topic "Transnational teaching"

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Xeni, N., R. Ghannam, F. Adamu-Lema, O. Badami, V. Georgiev, and A. Asenov. "The Use of Tcad Simulations in Semiconductor Devices Teaching." In 2020 Transnational Engineering Education using Technology (TREET). IEEE, 2020. http://dx.doi.org/10.1109/treet50959.2020.9189752.

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Miliszewska, Iwona. "Is it fully On or partly Off? The Case of Fully-Online Provision of Transnational Education." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3073.

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With rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers, or expand their transnational education offerings. Many of those providers regard online provision of their programs as an economic alternative to face-to-face teaching. Do the transnational students support this view? This paper discusses the prospects of fully-online provision of education programs in one of the most important transnational markets: Hong Kong. The paper also reports on a study of the perceptions of transnational students in Hong Kong on the importance of face-to-face interaction in their courses. The paper concludes by considering the future of fully-online education in the transnational context.
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Su, Jingyao, and Jing Jiang. "The Application of Digital Teaching Platform Moodle in Transnational Teaching and Management." In 2021 International Conference on Transformations and Innovations in Business and Education (ICTIBE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210809.025.

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Zhu, Yan, Ying Zhang, and Minjuan Wang. "Transnational Interactive Blended Learning -a Learning Community of Practice." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615179.

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Wohlgemuth, Veit, Tine Lehmann, and Christina Saulich. "Transnational student consultancy – an integrated approach to business students’ learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7983.

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Higher Education Institutions (HEI) are under pressure to enhance graduate employability. The concept of graduate employability refers to a mix of specific skills, knowledge, and personal attributes; among others internationalisation, innovation, and entrepreneurship skills. This paper asks the question: How can HEI enhance students’ internationalisation, innovation, and entrepreneurship skills in order to foster graduate employability? The authors provide insights into a transnational student consultancy teaching approach that was implemented simultaneously at five European HEI in the winter term of 2017/2018. The paper adds to the practical dimension of internationalisation, entrepreneurship education, and innovation pedagogy by presenting an example of how these interrelated concepts can be integrated into a course for business students. The authors discuss important challenges of implementing transnational consultancy projects at HEI, such as varying academic calendars and administrative requirements, matching student teams and small and medium-sized enterprises (SMEs), as well as managing expectations. Based on participant feedback, this paper draws three lessons learned for lecturers that are involved in transnational teaching projects.
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Wohlgemuth, Veit, Christina Saulich, and Tine Lehmann. "Internationalising education – Cross-country co-teaching among European higher education institutions." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9185.

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Many lecturers preach teamwork, but they do not practice it by sharing responsibility for classes. Particularly in a transnational context, inputs from lecturers and learners from various countries might be beneficial for students’ learning. This paper asks the question: How can higher education institutions (HEI) set up cross-country and cross-HEI co-teaching to facilitate the transfer of host and home country knowledge? The authors provide insights into a transnational co-teaching project that partly relies on virtual distance learning across countries. This real-life project supports small and medium sized enterprises in their international endeavours with the support of lecturers and student teams from the respective host countries as well as their home countries. The authors discuss advantages and disadvantages of cross-country and cross–HEI co-teaching in comparison to traditional teaching methods. Furthermore, the authors elaborate on the impact of virtual distance learning in comparison to in-class teaching at a single physical location. Due to the international nature of the project, it mainly relies on distance learning that can be very effective when implemented correctly. The paper provides lessons learned from the project that might be beneficial for lecturers with and without international components in their teaching.
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Rukspollmuang, Chanita, Fuangarun Preededilok, Suwithida Charungkaittikul, and Sornnate Areesophonpichet. "Transnational Education Policy and Trends in the Globalized Age: Thailand as a Case Study." In 2015 Global Conference on Teaching and Learning with Technology. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814733595_0002.

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"Teaching Instructivist Educated Digital Natives Using a Constructivist Learning Theory in Transnational Education." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14354.

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Liu, Dan, and Wenzhong Zhu. "Students’ Perceptions and Experiences of Teaching and Learning in Transnational Higher Education in China." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416800.

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Lehmann, Tine, Veit Wohlgemuth, and Annette Ammeraal. "Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11135.

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Transnational teaching collaborations have many advantages, but also create challenges. Many challenges relate to distances between partner countries. The CAGE (cultural, administrative, geographic, economic) framework helps to assess and classify the impact of various distances. The framework was initially developed for a business context. We test the usability of the CAGE model in a higher education institution (HEI) context by relying on insights from an EU-teaching collaboration project. Within the project, students and lecturers from different HEIs consult real-life firms in going abroad. Teams from the home and the host country of the firms work together in these collaborations. We conclude that the framework is helpful for HEIs. Administrative distances seem to be the most crucial aspect in selecting the right partners for teaching collaborations, whereas geographic and economic distances are manageable. Cultural distances had less of an impact in our setting, but we expect a stronger impact for other projects. The teaching community can learn from the insights of the illustrated collaborations to avoid specific challenges and successfully set up cross-country teaching collaborations.
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