Australian academics and transnational teaching: an exploratory study of their preparedness and experiences.

Dunn, L. & Wallace, M. (2006). Australian academics and transnational teaching: an exploratory study of their preparedness and experiences.  Higher Education Research & Development, 25(4), 357-369.

This paper outlined the professional development and induction/orientation supports needed to ensure the provision of quality transnational teaching offshore. Different models of transnational teaching were described. The main purpose of the paper was to present findings from an empirical study into the professional development experiences of academics from 9 Australian universities regarding their teaching experiences in the transnational context.  A survey questionnaire was used to find out about current teaching practices, professional development activities and perceptions of the cultural and educational backgrounds of transnational students from the perspectives of the participant academics. Many participants reported little preparatory training or support for their offshore roles, but they appreciated the informal collegial support and mentoring that they had received on their overseas campuses. Professional development to help academics adjust their curriculum for transnational teaching was identified as a priority, as some academics were not confident that their resources, teaching and assessment processes were suitable for transnational students.

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