Relevant bibliographies by topics / Transnational teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Transnational teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Transnational teaching"

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Rupp, L. J. "Teaching about Transnational Feminisms." Radical History Review 2008, no. 101 (April 1, 2008): 191–97. http://dx.doi.org/10.1215/01636545-2007-045.

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Sheptycki, James. "Teaching and Learning Guide for: Transnational Crime and Transnational Policing." Sociology Compass 3, no. 6 (October 22, 2009): 1029–33. http://dx.doi.org/10.1111/j.1751-9020.2009.00246.x.

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Jelača, Dijana. "Teaching transnational cinema: politics and pedagogy." Feminist Media Studies 17, no. 4 (June 6, 2017): 697–99. http://dx.doi.org/10.1080/14680777.2017.1331000.

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de Nie, Michael, Mo Moulton, Ciaran O'Neill, and Enda Delaney. "Roundtable Discussion: Teaching Transnational Irish History." Éire-Ireland 51, no. 1--2 (2016): 266–76. http://dx.doi.org/10.1353/eir.2016.0012.

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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.

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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs.
 Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view.
 Findings: Issues regarding pedagog
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Chapman, Anne. "Teaching and Learning in Australian University Transnational Education." International Journal of Learning: Annual Review 16, no. 1 (2009): 315–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46079.

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Wang, Qian, and Jiajun Liu. "Teaching for the future: a transnational university practice." On the Horizon 28, no. 2 (April 13, 2020): 85–92. http://dx.doi.org/10.1108/oth-11-2019-0078.

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Purpose The purpose of this paper is to explore an innovative teaching design to teach accounting management that aims to foster students’ technical and soft skills. The effectiveness of this new teaching design addresses current concerns for universities preparing students for the future. Design/methodology/approach The paper deploys the qualitative research methodology and applies multiple methods to gather data in a case study. The researchers collected data through pre- and post-surveys of individual students, three half-day observations on the five project teams and a one-hour long semi-s
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Carolan, L., and L. Wang. "Reflections on a transnational peer review of teaching." ELT Journal 66, no. 1 (April 15, 2011): 71–80. http://dx.doi.org/10.1093/elt/ccr023.

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Fletcher, Y. S. "Teaching the History of Global and Transnational Feminisms." Radical History Review 2005, no. 92 (April 1, 2005): 155–63. http://dx.doi.org/10.1215/01636545-2005-92-155.

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Trahar, Sheila. "Learning and teaching on transnational higher education programmes in Hong Kong." Learning and Teaching 8, no. 1 (March 1, 2015): 95–112. http://dx.doi.org/10.3167/latiss.2015.080106.

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Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in stu
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Dissertations / Theses on the topic "Transnational teaching"

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Wakefield, Kelly. "Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.

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Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography are networks of academic geographers that facilitate a common interest in exchanging knowledge about higher education learning and teaching. Participation within these learning and teaching networks arguably provides benefits of information sharing but is often compromised by barriers such as finance and time. The aim of this study is to contribute to geographies of higher education by exploring academic networking practices for learning and teaching through geographers motivations, experiences and outcomes
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Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.

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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and a
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Solmaz, Osman. "Multilingual Students' Management of Transnational Identities in Online Participatory Sites." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560921.

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In an age characterized by globalization and mobility, societal dynamics across the world have experienced dramatic changes in terms of cultural and linguistic diversity. The increase in the flows of populations, discourses, and materials has been further accelerated by the technological advances. The new, digital ways that we use to communicate, interact, and manage our social relationships have led researchers to think about new ways of approaching texts, resources, and social interactions. Referring to globalization, deep transformations in society, and resulting sociolinguistic impacts, Co
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Beutel, Mirja [Verfasser]. "Teaching Cosmopolitanism through Transnational Literature in English : An Empirical Evaluation of Studentsʼ Competence Development in a Life-Writing Approach to Teaching Literature / Mirja Beutel". Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173661115/34.

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Silvester, Katherine. "LITERACIES IN MOTION: TRANSNATIONAL LIVES AND LIFELONG LEARNING IN THE US AND NEPAL." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/555859.

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"Literacies in Motion: Transnational Lives and Lifelong Learning in the US and Nepal," is a multi-sited, ethnographic case study of adult Bhutanese refugees' English language and literacy learning in the transnational contexts of the Bhutanese Diaspora and subsequent refugee resettlement. Specifically, I look at two refugee education programs that provide intensive English language training, the Pima Community College Adult Education Refugee Education Project (REP) in Tucson, Arizona and Caritas-Nepal's Spoken English Center at the site of the Bhutanese refugee camps in Jhapa, Nepal. As a teac
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Wirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.

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Martinez, Martha Yamilett. "Estudiantes con Experiencia Educativa Previa en los Estados Unidos de América Inscritos en las Escuelas de Sonora: Su Capital Académico." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/347095.

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Entre 2005 y 2010 cerca de 1.4 millones de inmigrantes mexicanos regresaron a México. Aunque las razones de su regreso varían, es innegable que hay una creciente tendencia en lo que ahora es conocido como migración de retorno (MATT, 2014). Esta investigación cualitativa, tiene como propósito identificar características del desarrollo de lenguaje (español e inglés), el desarrollo social y el capital académico de los estudiantes con experiencia educativa previa en los Estados Unidos de América y que están inscritos en las escuelas de Sonora. Estudiantes y padres de familia que por un periodo de
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Keegan, Patrick Joseph. "Places of Civic Belonging Among Transnational Youth." Thesis, 2017. https://doi.org/10.7916/D8TH8TN4.

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This dissertation study investigated how immigrant youth attending two different high schools for late-arrival immigrants in New York City constructed civic belonging by attending to their everyday enactments of citizenship across the contexts of school, neighborhood and home. Civic belonging refers to the embodied social practices by which immigrant youth cultivate social trust and construct an emotional connection to particular communities and places. In conducting this research, I utilized a critical visual research methodology, as well as interviews and focus groups. Data was collected fro
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LU, YU-LING, and 呂侑陵. "The Study of Communicative Strategies by Two Transnational Vietnamese-Taiwanese Students in Individualized CSL Teaching Classes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4j43x2.

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碩士<br>國立高雄師範大學<br>華語文教學研究所<br>105<br>More and more new immigrant children transfer between Taiwan and other countries’ education systems because of the family factors. When they come to Taiwanese school settings, they will face challenges either in learning or interpersonal relationships because of their language proficiency of Chinese as a second language (CSL). Chun (2017) defines children who have been educated for a certain period of time outside the Taiwanese education system, or have been transferred for several times between Taiwan's education system and other countries’ education syste
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Naidoo, Vasanthrie. "Guidelines for the implementation of transnational nursing education : a collective case study approach of institutional perspectives and practices." Thesis, 2017. http://hdl.handle.net/10321/2552.

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Submitted in fulfilment of the requirements for the Doctor of Nursing in the Faculty of Health Sciences, Durban University of Technology, Durban, South Africa, 2017.<br>Background In recent times, the internationalization of nursing education and the collaboration with international academic partners has become a priority of academic institutions’ strategic plans and visions. This coupled with the fact that the world has entered a critical period in terms of addressing health and preparing nurses to address health needs has made this study timeous. In view of these historical challenges, nurs
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Books on the topic "Transnational teaching"

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Marciniak, Katarzyna. Teaching Transnational Cinema. New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315681733.

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Associação Brasileira de Estudos Canadenses. Congresso Internacional. Perspectivas transnacionais =: Perspectives transnationales = Transnational perspectives. [Belo Horizonte, Brazil]: ABECAN, 2005.

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Associação Brasileira de Estudos Canadenses. Congresso Internacional. Perspectivas transnacionais =: Perspectives transnationales = Transnational perspectives. [Belo Horizonte, Brazil]: ABECAN, 2005.

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J, Hebel Udo, ed. Transnational American studies. Heidelberg: Universitätsverlag Winter, 2012.

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Schmidt, Clea, and Jens Schneider, eds. Diversifying the Teaching Force in Transnational Contexts. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7.

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Conference, on Educating Lawyers for Transnational Challenges (2004 Oahu Hawaii). Educating lawyers for transnational challenges. Washington, D.C: Association of American Law Schools, 2004.

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Transnational and borderland studies in mathematics education. New York: Routledge, 2010.

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Teaching history and the changing nation state: Transnational and intranational perspectives. New York: Bloomsbury Academic, 2016.

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Onsman, Andrys. Cross-border teaching and the globalization of higher education: Problems of funding, curriculum quality, and international accreditation. Lewiston, N.Y: Edwin Mellen Press, 2010.

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Cross-border teaching and the globalization of higher education: Problems of funding, curriculum quality, and international accreditation. Lewiston: Edwin Mellen Press, 2009.

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Book chapters on the topic "Transnational teaching"

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Lee, Ming-Yeh, David Hemphill, and Jacob Perea. "Teaching in Transnational Spaces." In Spotlight on China, 203–18. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-669-9_12.

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Liu, June Yichun. "The Affordances of Facebook for Teaching ESL Writing." In Transnational Writing Education, 203–21. New York : Routledge, 2018. | Series: ESL & applied linguistics professional series: Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-12.

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Cockayne, David, and Heather Cockayne. "Chalk and Talk? Teaching Practice and Innovation in Transnational Education." In Exporting Transnational Education, 151–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_9.

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Tharapos, Meredith, and Brendan T. O’Connell. "Teaching Strategies Employed in Transnational Education." In Transformations in Tertiary Education, 89–100. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_8.

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Florence, Namulundah. "A Matter of Habit: Unraveling the Teaching/Learning Knot." In Transnational Africa and Globalization, 213–44. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137011961_10.

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Li, Yongyan, and Xiaohao Ma. "Teaching English Academic Writing to Non-English Major Graduate Students in Chinese Universities." In Transnational Writing Education, 222–43. New York : Routledge, 2018. | Series: ESL & applied linguistics professional series: Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-13.

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Brown, Byron, David Graham, Juliet Hinrichsen, and Paddy Turner. "Developing Collegial Approaches to Teaching Quality in TNE Partnerships: The Case of Professional Recognition." In Importing Transnational Education, 29–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43647-6_3.

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Li, Guofang. "Teaching Superdiverse Students in a Transnational World." In Superdiversity and Teacher Education, 19–35. New York, NY : Routledge Taylor & Francis, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-3.

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Burbules, Nicholas C. "8. Ubiquitous Learning and the Future of Teaching." In Teacher Education in a Transnational World, edited by Rosa Bruno-Jofre and James Scott Johnston, 177–88. Toronto: University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442619999-012.

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Santoro, Ninetta. "The Cultural Diversification of the Scottish Teaching Profession." In Diversifying the Teaching Force in Transnational Contexts, 1–13. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7_1.

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Conference papers on the topic "Transnational teaching"

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Xeni, N., R. Ghannam, F. Adamu-Lema, O. Badami, V. Georgiev, and A. Asenov. "The Use of Tcad Simulations in Semiconductor Devices Teaching." In 2020 Transnational Engineering Education using Technology (TREET). IEEE, 2020. http://dx.doi.org/10.1109/treet50959.2020.9189752.

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Miliszewska, Iwona. "Is it fully On or partly Off? The Case of Fully-Online Provision of Transnational Education." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3073.

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With rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers, or expand their transnational education offerings. Many of those providers regard online provision of their programs as an economic alternative to face-to-face teaching. Do the transnational students support this view? This paper discusses the prospects of fully-online provision of education programs in one of the most important transnational markets: Hong Kong. The paper also reports on a study of the perceptions of transnational students in Hong Kong on
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Su, Jingyao, and Jing Jiang. "The Application of Digital Teaching Platform Moodle in Transnational Teaching and Management." In 2021 International Conference on Transformations and Innovations in Business and Education (ICTIBE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210809.025.

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Zhu, Yan, Ying Zhang, and Minjuan Wang. "Transnational Interactive Blended Learning -a Learning Community of Practice." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615179.

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Wohlgemuth, Veit, Tine Lehmann, and Christina Saulich. "Transnational student consultancy – an integrated approach to business students’ learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7983.

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Higher Education Institutions (HEI) are under pressure to enhance graduate employability. The concept of graduate employability refers to a mix of specific skills, knowledge, and personal attributes; among others internationalisation, innovation, and entrepreneurship skills. This paper asks the question: How can HEI enhance students’ internationalisation, innovation, and entrepreneurship skills in order to foster graduate employability? The authors provide insights into a transnational student consultancy teaching approach that was implemented simultaneously at five European HEI in the winter
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Wohlgemuth, Veit, Christina Saulich, and Tine Lehmann. "Internationalising education – Cross-country co-teaching among European higher education institutions." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9185.

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Many lecturers preach teamwork, but they do not practice it by sharing responsibility for classes. Particularly in a transnational context, inputs from lecturers and learners from various countries might be beneficial for students’ learning. This paper asks the question: How can higher education institutions (HEI) set up cross-country and cross-HEI co-teaching to facilitate the transfer of host and home country knowledge? The authors provide insights into a transnational co-teaching project that partly relies on virtual distance learning across countries. This real-life project supports small
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Rukspollmuang, Chanita, Fuangarun Preededilok, Suwithida Charungkaittikul, and Sornnate Areesophonpichet. "Transnational Education Policy and Trends in the Globalized Age: Thailand as a Case Study." In 2015 Global Conference on Teaching and Learning with Technology. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814733595_0002.

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"Teaching Instructivist Educated Digital Natives Using a Constructivist Learning Theory in Transnational Education." In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14354.

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Liu, Dan, and Wenzhong Zhu. "Students’ Perceptions and Experiences of Teaching and Learning in Transnational Higher Education in China." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416800.

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Lehmann, Tine, Veit Wohlgemuth, and Annette Ammeraal. "Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11135.

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Transnational teaching collaborations have many advantages, but also create challenges. Many challenges relate to distances between partner countries. The CAGE (cultural, administrative, geographic, economic) framework helps to assess and classify the impact of various distances. The framework was initially developed for a business context. We test the usability of the CAGE model in a higher education institution (HEI) context by relying on insights from an EU-teaching collaboration project. Within the project, students and lecturers from different HEIs consult real-life firms in going abroad.
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