Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research

Claudia Bordogna

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance, and pedagogy. While these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value.
LanguageEnglish
Pages3-19
Number of pages17
JournalJournal of Studies in International Education
Volume22
Issue number1
Early online date11 Aug 2017
DOIs
Publication statusPublished - Feb 2018

Fingerprint

empirical research
education
interaction
quality assurance
overseas
discourse
lack
Values

Cite this

@article{171ff8771202458bbb77c7f5bfcce969,
title = "Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research",
abstract = "For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance, and pedagogy. While these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value.",
keywords = "Transnational higher education partnerships, Faulty members, Third generation cultural-historical activity theory, Social action theory, Transformational model of social action",
author = "Claudia Bordogna",
year = "2018",
month = "2",
doi = "10.1177/1028315317724555",
language = "English",
volume = "22",
pages = "3--19",
journal = "Journal of Studies in International Education",
issn = "1028-3153",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Transnational Higher Education Partnerships and the Role of Operational Faculty Members

T2 - Journal of Studies in International Education

AU - Bordogna, Claudia

PY - 2018/2

Y1 - 2018/2

N2 - For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance, and pedagogy. While these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value.

AB - For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance, and pedagogy. While these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value.

KW - Transnational higher education partnerships

KW - Faulty members

KW - Third generation cultural-historical activity theory

KW - Social action theory

KW - Transformational model of social action

UR - https://us.sagepub.com/en-us/nam/journal/journal-studies-international-education

U2 - 10.1177/1028315317724555

DO - 10.1177/1028315317724555

M3 - Article

VL - 22

SP - 3

EP - 19

JO - Journal of Studies in International Education

JF - Journal of Studies in International Education

SN - 1028-3153

IS - 1

ER -