Dr Karen SmithK.L.Smith@greenwich.ac.uk     University of Greenwich                               1
   “Any activity in which students are in a    different country (the host country) to that in    which the institution p...
   Flying faculty ‘typically combines intensive sessions    of block teaching from offshore academics, who    fly-in from...
   Sheffield Hallam University (SHU) – top-up    degree in Hong Kong in 2006   KS module leader (dissertation)    SHU t...
5
What brings you here?                        6
7
   Uses the Biographical Narrative Interpretive    Method [BNIM] (Wengraf, 2001)   Captures lived situations and experie...
   Logistics (heat, tiredness, accommodation)   Teaching patterns (intensive delivery,    workload at home)   Gender di...
   Fresh ideas for teaching in the UK   Better understanding on the whole    programme   Career progression   New rese...
   Did you get any particular support from the    institution?    ◦   Not a thing (interview 1)    ◦   Hmm, no, not reall...
   Which inoculations   Where to eat   What to see   Some key phrases   Tiredness / workload   A bit like Maslow?   ...
   Obvious challenges   Real opportunities    ◦ Transformational learning?   Due to the ‘culture shock’ or ‘disorientat...
   New staff paired with a more experienced mentor,    share experience of routine events (e.g. Gribble &    Ziguras, 200...
   Smith, K. 2014. Exploring flying faculty teaching    experiences: motivations, challenges and    opportunities, Studie...
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Track D K Smith

  1. 1. Dr Karen SmithK.L.Smith@greenwich.ac.uk University of Greenwich 1
  2. 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. 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. 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. 5
  6. 6. What brings you here? 6
  7. 7. 7
  8. 8.  Uses the Biographical Narrative Interpretive Method [BNIM] (Wengraf, 2001) Captures lived situations and experiences through narrative interviewing ‘Typical case’ sampling, 8
  9. 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. 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. 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. 12.  Which inoculations Where to eat What to see Some key phrases Tiredness / workload A bit like Maslow? 13
  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. 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. 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

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