Module Catalogues

Teaching in Transnational Contexts

Module Title Teaching in Transnational Contexts
Module Level Level 4
Module Credits 5.00
Academic Year 2021/22
Semester ACYR

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).