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Middlesex University T&L Conference 2012

Middlesex University T&L Conference 2012

Published in: Education, Technology

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  • 1. Dr Karen SmithK.L.Smith@greenwich.ac.uk University of Greenwich 1
  • 2.  “Any activity in which students are in a different country (the host country) to that in which the institution providing the education is based (the home country)” (GATE in McBurnie & Pollock, 2001). Also known as: ◦ Collaborative international provision ◦ Franchised provision ◦ Cross-border education ‘More international ◦ Off-shore education students are now working towards UK degrees overseas than at home’ OBHE 2011 2
  • 3.  Flying faculty ‘typically combines intensive sessions of block teaching from offshore academics, who fly-in from the “home” country and are supported by local tutor seminars and offshore tutors through the virtual learning environment’ (Smith 2009, 112). Grown over last twenty years (Stella 2006) As has research in this area: ◦ Quality assurance ◦ Adaptations ◦ Institutional preparation and support 3
  • 4.  Sheffield Hallam University (SHU) – top-up degree in Hong Kong in 2006 KS module leader (dissertation) SHU top-up degree – 3 Profs; 2 PLs; 1 SL & 1L. 50+ students – most social work background Little staff development Image from: http://en.wikipedia.org/wiki/File:Hong_Kong_Skyline_Restitch_-_Dec_2007.jpg 4
  • 5. 5
  • 6. What brings you here? 6
  • 7. 7
  • 8.  Uses the Biographical Narrative Interpretive Method [BNIM] (Wengraf, 2001) Captures lived situations and experiences through narrative interviewing ‘Typical case’ sampling, 8
  • 9.  Logistics (heat, tiredness, accommodation) Teaching patterns (intensive delivery, workload at home) Gender differences and racism Assessment and equity Relationships with local tutors University infrastructural support 9
  • 10.  Fresh ideas for teaching in the UK Better understanding on the whole programme Career progression New research areas Opportunities for collaboration and consultancy Expanded world views Empathy 10
  • 11.  Did you get any particular support from the institution? ◦ Not a thing (interview 1) ◦ Hmm, no, not really at that time (interview 2) ◦ Hmm, not really, not that I can remember (interview 3) ◦ No (interview 4) ◦ No, no (interview 5) What did they say they wanted? 12
  • 12.  Which inoculations Where to eat What to see Some key phrases Tiredness / workload A bit like Maslow? 13
  • 13.  Obvious challenges Real opportunities ◦ Transformational learning? Due to the ‘culture shock’ or ‘disorientating dilemma’ Do we need pre-departure support at all? 14
  • 14.  New staff paired with a more experienced mentor, share experience of routine events (e.g. Gribble & Ziguras, 2003). More use could be made of structured conversations between educational developers and transnational teachers (Haigh, 2005; Crabtree & Sapp, 2004). Project funds could be set aside to support small- scale research projects (Zuber-Skerritt, 1997).  What else could be done? 15
  • 15.  Smith, K. 2014. Exploring flying faculty teaching experiences: motivations, challenges and opportunities, Studies in Higher Education, available online at: http://www.tandfonline.com/doi/abs/10.1080/030750 Smith, K. 2013. Overseas flying faculty teaching as a trigger for transformative professional development, International Journal for Academic Development, available online at: http://www.tandfonline.com/doi/abs/10.1080/136014 16