Citations (41)
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Martin Compton & Sally Alsford. (2024) Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course. International Journal for Academic Development 29:1, pages 48-61.
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Dan Liu, Katherine Wimpenny, Alun DeWinter & Peter Harrison. (2023) Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework. Teaching in Higher Education 28:7, pages 1465-1483.
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Rasmitadila, Irwan Efendi, Zahra Fitrah Rajagukguk, Yusuf Safari & Anna Riana Suryanti Tambunan. (2023) The perspectives of Indonesian teachers toward co-teaching experiences in the inclusive classroom: classroom internal support and instructional goals. Education 3-13 0:0, pages 1-19.
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Nguyen Hai Ngan Tran, Carla Alexandra da Encarnação Filipe Amado & Sérgio Pereira dos Santos. (2023) Challenges and success factors of transnational higher education: a systematic review. Studies in Higher Education 48:1, pages 113-136.
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Meredith Tharapos & Brendan T. O’Connell. (2022) (Re)constructing identity in the transnational classroom: the student perspective. Accounting Education 31:5, pages 502-535.
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Sue Cronshaw, Peter Stokes & Alistair McCulloch. (2022) Online communities of practice and doctoral study: working women with children resisting perpetual peripherality. Journal of Further and Higher Education 46:7, pages 959-971.
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Alexander Kostogriz, Megan Adams & Gary Bonar. (2022) Affective practice architectures of professional learning in international schools. Studies in Continuing Education 44:2, pages 247-265.
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Ly Thi Tran, Truc Thi Thanh Le, Huong Le Thanh Phan & Anh Pham. (2021) “Induction and off you go”: professional development for teachers in transnational education. Oxford Review of Education 47:4, pages 529-547.
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Claudia M. Bordogna. (2020) The development of social capital between operational academics delivering transnational collaborative programme partnerships. Studies in Higher Education 45:11, pages 2298-2310.
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Yaw Owusu-Agyeman & Gertrude Amoakohene. (2020) Transnational education delivery in Ghana: examining the benefits, challenges and future prospects. Policy Reviews in Higher Education 4:2, pages 135-163.
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Antonia M. Lamers-Reeuwijk, Wilfried F. Admiraal & Roeland M. van der Rijst. (2020) Expatriate academics and transnational teaching: the need for quality assurance and quality enhancement to go hand in hand. Higher Education Research & Development 39:4, pages 733-747.
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Janet Groen & Sylvie Roy. (2020) Meaningful engagement of new scholars at international seminars: communities of practice as a pathway. Reflective Practice 21:1, pages 110-121.
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Kristen Trabona, Monica Taylor, Emily J. Klein, Mika Munakata & Zareen Rahman. (2019) Collaborative professional learning: cultivating science teacher leaders through vertical communities of practice. Professional Development in Education 45:3, pages 472-487.
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Vlatka Skokic, Bart Rienties & Andrew Lockwood. (2016) Transnational tourism education and student approaches to learning: is there a mismatch?. Journal of Teaching in Travel & Tourism 16:4, pages 273-295.
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S. M. Riad Shams. (2016) Sustainability Issues in Transnational Education Service: A Conceptual Framework and Empirical Insights. Journal of Global Marketing 29:3, pages 139-155.
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Xuefeng Qiao & Shulin Yu. (2016) Enhancing professional learning communities through knowledge artefacts in mainland China. Journal of Education for Teaching 42:1, pages 110-113.
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Irit Vivante & Dana Vedder‐Weiss. (2022) Examining science teachers' engagement in professional development: A multimodal situated perspective. Journal of Research in Science Teaching 60:7, pages 1401-1430.
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Martin Rowley & Yvonne Skipper. (2020) Student and staff expectations and experiences of a UK–China Transnational Education collaboration. Journal of Applied Research in Higher Education 13:5, pages 1374-1387.
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Aekaterini Mavri, Andri Ioannou & Fernando Loizides. (2021) Value creation and identity in cross-organizational communities of practice: A learner's perspective. The Internet and Higher Education 51, pages 100822.
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Justin Bilszta, Jayne Lysk, Ardi Findyartini & Diantha Soemantri. (2020) Establishing and sustaining a transnational clinical teacher faculty development initiative. The Asia Pacific Scholar 5:1, pages 8-15.
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Chun Lai, Zhen Li & Yang Gong. (2019) Boundary brokering for cross‐cultural professional learning in international school contexts. British Educational Research Journal 45:6, pages 1105-1123.
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Claudia M. Bordogna. (2017) Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research. Journal of Studies in International Education 22:1, pages 3-19.
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Dominique Waterval, Marjolijn Tinnemans-Adriaanse, Mohammed Meziani, Erik Driessen, Albert Scherpbier, Abdulrahman Mazrou & Janneke Frambach. (2017) Exporting a Student-Centered Curriculum: A Home Institution’s Perspective. Journal of Studies in International Education 21:3, pages 278-290.
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S.M. Riad Shams. (2017) Transnational education and total quality management: a stakeholder-centred model. Journal of Management Development 36:3, pages 376-389.
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Kevin Patton, Melissa Parker & Deborah Tannehill. (2015) Helping Teachers Help Themselves. NASSP Bulletin 99:1, pages 26-42.
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