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 critically reflect on the role of educational technologies in learning and teaching in a transnational context.
• To gain awareness of linguistic challenges in a transnational context.
• 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.
A. Evaluate the challenges and benefits of transnational education for students, teaching staff, and universities.
B. Critically reflect on these challenges and benefits in relation to their own practice at XJTLU, and in possible future transnational education employment contexts.
C. Review relevant literature and models for transnational education, and apply them to a range of change and improvement within their own teaching context.
D. Critically reflect on the role of educational technologies in learning and teaching a transnational context.
E. Show awareness of the linguistic challenges in higher education in a transnational context
F. Critically reflect on learning in the light of the UKPSF.
• 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).