Practices to Improve Collaboration by Reconfiguring Boundaries in Transnational Education

Autor/inn/en	Keevers, Lynne Maree; Price, Oriana; Leask, Betty; Sultan, Fauziah K. P. Dawood; Lim, Jane See Yin; Loh, Vin Cent
Titel	Practices to Improve Collaboration by Reconfiguring Boundaries in Transnational Education
Quelle	In: Journal of University Teaching and Learning Practice, 16 (2019) 2, Artikel 11 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	International Cooperation; Institutional Cooperation; Partnerships in Education; Foreign Countries; Quality Assurance; Action Research; Participatory Research; Team Teaching; Intercultural Communication; Communities of Practice; Coordinators; College Faculty; Interpersonal Communication; Curriculum Development; Responsibility; Geographic Regions; Cultural Context; Cultural Differences; Universities; Private Colleges; Power Structure; Collegiality; Community Colleges; Inclusion; Videoconferencing; Malaysia; Australia + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Institute; Co-operation; Cooperation; Institut; Kooperation; Hochschulpartnerschaft; Ausland; Qualitätssicherung; Projektforschung; Forschungstätigkeit; Teamteaching; Interkulturelle Kommunikation; Community; Koordinator; Fakultät; Interpersonale Kommunikation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Verantwortungsübernahme; Zuständigkeit; Kultureller Unterschied; University; Universität; Privathochschule; Kollegialität; Community college; Community College; Inklusion; Australien
Abstract	This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context--sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic "home-host," pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assurer and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01