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Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines





Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.

Acceptance Date Jan 2, 2017
Publication Date Jun 13, 2017
Journal Journal of Geography in Higher Education
Print ISSN 0309-8265
Publisher Routledge
Pages 521-531
Keywords Transnational education (TNE), flying faculty, China, field-based teaching, critical reflection
Publisher URL