Abstract
This chapter describes the strategies and approaches employed by academics teaching on a short-term basis in a transnational environment. Through interviews and formal and informal observation sessions, collaborative groups were found to spontaneously and informally evolve in a transnational environment to co-create vital and specialised knowledge during academics’ international teaching trips. This chapter provides a rich and detailed portrayal of the development and operation of these groups, and their significant influence, in a transnational education environment. Various operational strategies purposefully designed by visiting academics for the international classroom environment, such as the use of personal introductions and small discussion groups, are described. This chapter concludes that the development of collaborative groups should be nurtured and encouraged. Moreover, it is recommended that academics be formally supported in their transnational teaching through improved university systems, processes and training.
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Acknowledgements
The authors would like to thank the eight participants who, without hesitation, agreed to participate in this study. Without their invaluable assistance, this study would not have been possible.
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Tharapos, M., O’Connell, B.T. (2019). Teaching Strategies Employed in Transnational Education. In: Tynan, B., McLaughlin, T., Chester, A., Hall-van den Elsen, C., Kennedy, B. (eds) Transformations in Tertiary Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9957-2_8
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