ABSTRACT
This study attempts to explore changes in teaching conceptions after a transnational project to introduce new pedagogical methods in Indonesia. The project involved a consortium of European universities as mentors and Indonesian universities as mentees, piloting methods based on a student-centred learning approach. We analysed vignettes from the narratives written by project partners to explore the conceptual change after a significant length of development activities. Such change is influenced by sustaining, neutral, and hindering factors in learning outcome attainment, institutional support, and involvement of other stakeholders in the learning process. These findings may better support transnational collaborative academic development activities.
Acknowledgments
The authors would like to thank all project partners involved in INDOPED project, especially the contributors of the INDOPED book.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Tatum S. Adiningrum
Tatum S. Adiningrum is the Faculty and Academic Development Specialist and a faculty member at the Management program, BINUS Business School at BINUS University. Her research interests include academic integrity, academic development, and academic identity.
Tri A. Budiono
Tri A. Budiono is a specialist in BINUS higher education team and a faculty member of Computer Science at BINUS University. Tri has been involved in the development of academic policies, curriculum, and faculty.
Harri Lappalainen
Harri Lappalainen is a passionate competences enhancer. At the moment, as a Senior Advisor in the Turku University of Applied Sciences (Finland), he is heavily involved in several global capacity building projects.