Aims and Fit of Module

This module is part of a professional development programme for teaching staff at XJTLU and all the aims take into consideration the XJTLU context. Its aims are for participants:


•	To gain awareness of the concept of transnational education including the benefits and challenges.

•	To critically reflect on the benefits and drawbacks of transnational education and to analyse options for change and improvement.

•	To critically reflect on their own teaching context at XJTLU taking into consider different cultures and different styles of learning and teaching, and analysing options for change and improvement. 

•	To gain awareness of, and engage with, the UK Professional Standards Framework.


The aims of this module are aligned with the UK Professional Standards Framework, which is mapped to Programme-level learning outcomes and module assessments. See Programme Specifications for details. Alignment of module and UKPSF dimensions is also indicated in the table below.

Learning outcomes

A	Define transnational education, and categorise varieties of transnational education modes.	

B	Evaluate the challenges and benefits of transnational education for students, teaching staff, and universities.	

C	Critically reflect on these challenges and benefits in relation to their own practice at XJTLU, and in possible future transnational education employment contexts.	

D	Extensively review relevant literature and models for transnational education, and apply them to a range of change and improvement within their own teaching context.	

E	Critically reflect on their learning in the light of the UKPSF.	

Method of teaching and learning

•	Teaching is through the delivery of a range of interactive workshops.

•	Participants  will  be  expected  to  reflect  upon  their  own  practice  and  changes  to  their  practice they have introduced  as  a result  of  their experience  of  the  module and attendance at workshops.

•	Use  of  the  wide  variety  of  resources  that  are  available  via the institutional VLE ICE,  and  the  Higher  Education  Academy  (www.heacademy.ac.uk).

•	Support  from  a  mentor  (normally  a  more  senior  colleague  from  the  same  discipline  as  the  participant and/or a colleague with a Senior Fellowship of the HEA).