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
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.
12. 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
13. Which inoculations
Where to eat
What to see
Some key phrases
Tiredness / workload
A bit like Maslow?
13
14. Obvious challenges
Real opportunities
◦ Transformational learning?
Due to the ‘culture shock’ or ‘disorientating
dilemma’
Do we need pre-departure support at all?
14
15. 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
16. 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