TRANSNATIONAL TEACHING AT UOW - CONNECT: LEARNING AND TEACHING
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TRANSNATIONAL
TEACHING AT UOW
Anne Melano, Maureen Bell and Ruth Walker
CONNECT:
LEARNING AND
TEACHING
ACADEMIC SERVICES DIVISIONACKNOWLEDGEMENTS This booklet draws on rich experiences of University of Wollongong (UOW) staff who have taught, administered and/or coordinated subjects and courses across international teaching sites. We thank and acknowledge their generosity in sharing their valuable insights and expertise: UOW Executive – Rob Castle, Joe Chicharo Faculty of Arts – Chris Barker, Guy Davidson, Philip Kitley, Mark McLelland, David Marshall, Brian Yecies Faculty of Commerce – Peter McLean, Gary Noble, Karin Wells Faculty of Education – Peter Kell Faculty of Health & Behavioural Sciences – Angela Brown, Janette Curtis, Bill Janes, Joanne Joyce- McCoach, Moira Williamson Faculty of Informatics – Gene Awyzio, Penney McFarlane, Katina Michael, Anji Phillips, Ian Piper, Willy Susilo Faculty of Law – Mark Loves, Judith Marychurch Transnational Education & Alliances Unit – Bill Damachis, Amanda Warren Faculty International Support Unit – Robyn Phillips Learning Development – Meeta Chatterjee, Kim Draisma, Bronwyn James, Paul Moore, Alisa Percy CEDIR – Ric Caladine, Gerry Lefoe Published by the Centre for Educational Development, Innovation and Recognition 2012 University of Wollongong Northfields Avenue Wollongong NSW 2522 Australia 2 University of Wollongong
CONTENTS
BACKGROUND DURING THE TEACHING SESSION
How to use this booklet 4 How does culture affect classroom interaction? 29
Introduction 5 How does culture affect student engagement with
assessment? 32
Modes of transnational teaching 6
What sort of feedback should I give to students? 35
The qualities of effective transnational teachers 8
How explicit should I make the assessment
Staff support services 10 criteria? 38
Student support services 11 How can I help my students avoid plagiarism? 40
Preparing and inducting tutors and co-teachers 43
PREPARING FOR TRANSNATIONAL TEACHING
Communicating with tutors and co-teachers 45
What are my students’ academic skills? 12
Communicating with students 47
How does culture affect subject materials? 15
What about student support? 48
How does language affect learning? 18
Learning and teaching using technology 49
Integrating academic skills – a few ideas 21
Connecting and networking 51
Preparing for intensive transnational teaching 24
UOW Learning-Teaching-Research Nexus 54
Carrying out quality assurance 27
Approaches to evaluation 55
Discussing and sharing experiences 56
BIBLIOGRAPHY 58
Transnational Teaching at UOW 3BACKGROUND
HOW TO USE THIS BOOKLET
This booklet is intended primarily for:
●● University of Wollongong (UOW) academics
who are involved in transnational teaching for
the first time
●● new transnational subject coordinators
employed by partner institutions to deliver
UOW programs.
The booklet does not cover UOW policies, guidelines
or procedures. These can be found on the UOW web
site. Rather, it offers a perspective on the preparation
needed, as well as tips and suggestions for how to
coordinate effective teaching and learning during the
transnational experience.
The booklet will also be of interest to course
coordinators, co-teachers/tutors and others with
a management or support role in transnational
teaching.
Much of this advice has been drawn from interviews
with UOW subject and course coordinators and
co-teachers, located both in Australia and at
transnational locations, as well as the literature on
transnational teaching. The perspectives of students
from a transnational course have also been included.
Co-teachers will be interested in much of the material
in this booklet, particularly the sections on classroom
engagement and assessment. ‘Co-teachers’ is an
inclusive term covering all tutors, casual teachers and
adjuncts – that is, all those teaching in the subject other
than the subject coordinator/lecturer.
In this booklet ‘peers’ refers to all academics, including “I prefer the term
subject coordinators and lecturers, whether located at ‘transnational’ to ‘offshore’,
Wollongong or transnationally. All have a critical role which seems like a secondary
to play. In particular, co-teachers may often be the thing. ‘Offshore’ is putting
students’ main learning support. Australia at the centre of the
For new transnational course coordinators, a boxed world.”
area at the top of each section provides additional
ideas, including some key issues that might need to — Transnational co-teacher
be addressed. Course coordinators should read this
booklet in conjunction with the various procedures at
https://intranet.uow.edu.au/international/overview/
policies/
For new academic staff, it is suggested that this booklet
be read in conjunction with ‘Teaching at UOW’, available
from the Academic Development Unit or on the UOW
web site.
4 University of WollongongINTRODUCTION
Transnational teaching involves teaching in multiple A key message is that you don’t have to do it alone.
countries. This includes teaching in intensive mode UOW has many experienced transnational teachers
away from the professional and academic support who are happy to give advice to others.
of the academic’s own campus. In 2011, University
UOW Learning Development can assist with
of Wollongong (UOW) academics taught in Australia,
assessment design, assessing students’ English
Dubai, Hong Kong, Malaysia and Singapore.
language proficiency and developing learning
UOW students have some fundamental similarities activities.
in all locations. They want to acquire knowledge,
UOW Learning Design Unit can assist with subject
pass their subjects and be positively perceived by
design and online delivery.
their peers and teachers. New students may lack
confidence in their English language proficiency, have
trouble understanding visiting teachers, be uncertain
of the academic expectations of UOW, become upset
by a poor mark or feel isolated. As students progress
they become more adept at writing and critical
thinking, develop their discipline knowledge and gain
confidence in their abilities.
“It’s helped my teaching craft. It’s a
Yet although the fundamentals of learning are
marvellous experience to be able to
similar across countries, the cultural expressions of
think about what it is we do and how
teaching and learning can be very different. Teaching
transnationally therefore involves: we do it. It really brings the pedagogy
to the fore. … And it’s fun. The
●● exploring cultural dimensions of curriculum classroom is fun, the streets are fun.
and teaching approaches Hong Kong is a good place to be what
●● modifying content, teaching practices and we are and do what we do.”
assessment for a cultural context while
maintaining high academic standards — Angela Brown, Subject Coordinator,
Faculty of Health & Behavioural
●● preparing oneself for teaching in different Sciences
cultural contexts
●● a willingness to understand and appreciate
cultural perspectives and customs.
Preparation also involves more than planning
for teaching. Availability and effectiveness of
technologies, tutor support and student expectations
are some key issues a transnational teacher
manages. UOW Academic Development Unit can arrange
workshops on teaching transnationally.
Much of the advice in this booklet was sourced from
UOW academics, co-teachers and students who have Experienced UOW transnational teachers comment
kindly shared their experiences and initial struggles. that transnational teaching can be very rewarding
Some of these have been montaged as ‘cautionary and enjoyable. We hope that you, too, enjoy the
tales’, while others are offered as examples of good experience, and that this booklet will help you to feel
practice. better prepared for the journey.
Transnational Teaching at UOW 5MODES OF TRANSNATIONAL TEACHING
There is a wide variety of transnational teaching ●● internationalisation of the curriculum
approaches, with the more successful involving close – ideally, this would extend beyond
collaborative teaching with sister institutions. At choosing case studies and would include
UOW, approaches used may include: an international perspective in subjects,
international collaboration between
●● subjects and courses delivered by a
academics and students at different global
transnational partner, quality assured by
sites and rich opportunities for students to
Wollongong academics
enhance their cross-cultural skills
●● lectures delivered in an intensive teaching ●● subjects and academic programs which are
week by a Wollongong academic, supported constantly scrutinised for their relevance
by tutorials delivered by the transnational and applicability not just at the transnational
partner through the session teaching location but at the main Wollongong
●● lectures in an intensive teaching week by a campus of UOW as well
Wollongong academic, supported by elearning ●● mutual respect
or distance learning through the session. ●● regular communication and sharing of good
practice between academics at both locations.
1 UOW SUBJECTS AND COURSES DELIVERED BY A
TRANSNATIONAL PARTNER (PARTNER DELIVERY: UOW
2 LECTURES DELIVERED AS ‘INTENSIVES’,
QUALITY ASSURANCE MODEL)
SUPPORTED BY WEEKLY TUTORIALS WITH LOCAL CO-
In this approach, teachers/academics who are TEACHERS (INTENSIVES PLUS TUTORIALS MODEL)
employed at a partner institution or at UOW Dubai
This has been the most common UOW experience. It
(UOWD) deliver UOW subjects and courses. UOW
involves coordinating a cohort of students hosted at a
academics are responsible for quality assurance.
partner institution in an overseas location. In this type
There are often two academics responsible for the of transnational teaching, students are enrolled in
subject, one in each institution. The UOW subject UOW programs, and study the same subjects as main
coordinator is the academic responsible for the design campus students. Typically:
and delivery of the Australian subject. This UOW
●● the same subject is taught at the both the
subject coordinator (or sometimes another UOW
main campus and transnationally
academic) is also responsible for quality assurance at
all locations, including UOWD, and in this role they are ●● subject materials, resources, and assessment
called the ‘Quality Assuror’. Academics in both locations tasks are predominantly developed by the
contribute to the design of any necessary modifications UOW subject coordinator
to the transnational version of the subject. The ●● the UOW subject coordinator usually delivers
transnational partner or UOWD academic carries out (or the core material to transnational students
supervises) the teaching and marking. in an intensive teaching week early in the
session/semester at the transnational
Another possibility is that the subject is unique to the
teaching site
transnational location. It will then usually be designed
by the transnational partner and/or UOWD subject ●● local ‘co-teachers’ from the transnational
coordinator, and reviewed and approved through the partner institution guide and tutor the
transnational quality assurance procedure (see Policy students through the remaining material
link box). A UOW academic is assigned responsibility during the session, based on learning
for quality assurance. activities developed by the UOW subject
coordinator
Both versions of this model are based on partnership.
●● the subjects are supported online via
Academics collaborate across locations on curriculum
eLearning, which allows transnational
design, assessment tasks, case studies/examples and
students to access subject resources and to
teaching methods in order to produce both localised
interact online with lecturers, co-teachers
and internationally relevant subjects and programs.
and their student peers outside of the
Other guiding principles in this collaborative process intensive teaching week
are: ●● in some cases distance delivery methods
●● equivalence of content, assessment tasks and such as eduStream lectures or activity
learning outcomes across locations handbooks are used to combine distance and
face-to-face teaching.
6 University of Wollongong3 LECTURES DELIVERED AS ‘INTENSIVES’,
SUPPORTED BY DISTANCE AND/OR ELEARNING
(INTENSIVES PLUS ELEARNING/DISTANCE MODEL)
This approach is used by the School of Nursing, “Whatever delivery model is used, we need to
Midwifery and Indigenous Health. As with the previous think about how the program will support global
approach, the UOW subject coordinator has cohorts learning. How will students at transnational
of students in Australia as well as at the transnational locations and Australian locations collaborate,
teaching location. They offer face-to-face teaching for in group projects or discussion groups? Global
the transnational cohort through intensive teaching learning is now an important part of subject
weeks at the beginning of session/semester. design.”
In this approach there are no tutorials or local co- — Sandra Wills, Executive Director,
teachers to support the student through the session.
Instead, more attention is given to supporting
students at a distance, using careful subject design
which makes the best use of eLearning tools for
learning and communication.
‘Global learning’ has been defined as a student-
This approach is successful where: centred activity where learners from different
cultures use technology to improve their global
●● students are highly motivated, mature
perspectives while remaining in their home
professionals who can study independently
countries (Gibson, Rimmington et al, 2008). For
●● teaching activities/assessments are designed example, classes or groupwork where students
to encourage peer learning and eLearning, and located in different countries come together online.
●● UOW academics are committed to
communicating with students during the
session and supporting them using eLearning
and other tools.
SUMMARY OF RESPONSIBILITIES
MODEL: 1. Partner delivery: 2. Intensives Plus 3. Intensives Plus
UOW Quality Assurance Tutorials Model eLearning/Distance
Model Model
Subject Coordination Partner institution Wollongong academic Wollongong academic
academic working with
Wollongong academic
Lectures Partner institution Wollongong academic Wollongong academic
academic
Support during Partner institution Tutorials by partner Wollongong academic
session academic and tutor institution co-teacher teaching online through
eLearning, distance
Wollongong academic
education
available for questions,
advice and feedback
(mainly by email)
Marking Bulk of marking is by Bulk of marking is by Wollongong academic
partner institution Wollongong academic
academic and tutor
Some marking eg of
Quality assurance/ check presentations is by
marking by Wollongong partner institution co-
quality assurer teacher
Transnational Teaching at UOW 7THE QUALITIES OF EFFECTIVE TRANSNATIONAL TEACHERS
The experience of transnational teaching inevitably CULTURAL KNOWLEDGE
challenges you to reflect on your role as a teacher.
Transnational teachers themselves need to be
You may find yourself in situations where the usual
intercultural learners, seeking to increase their
rules do not operate, where assumptions are not
cultural awareness and being open to learn from
helpful, or where your ability to deal with situations
new experiences. To be effective, they need to
is diminished by a lack of understanding of local
acknowledge the variety in teaching styles and
custom. Transnational teaching may test your beliefs
different traditions of education that their students
about teaching and learning and challenge your
may have experienced.
flexibility and cultural awareness.
Various writers refer to the key characteristics of “Lecturers need induction training in being
effective international and/or transnational teachers culturally sensitive – we need to train lecturers
(Farkas-Teekens, 1997, Leask, 2001, 2006, 2007, how to show their interest in and respect for other
Vulpe et al, 2000). These characteristics involve cultures and environments.”
teaching skills and approaches, personal attributes, — Peter McLean, Faculty of Commerce
cultural knowledge and knowledge of policy and
procedures.
DISCIPLINE KNOWLEDGE
If a discipline varies across locations, transnational
TEACHING SKILLS AND APPROACHES
teachers may need to be aware of any major
In addition to providing timely and appropriate departures which could affect students’ prior
feedback on assessment tasks and an enthusiastic knowledge and/or industry expectations.
approach to what they are teaching, transnational
teachers also need to:
KNOWLEDGE OF POLICY AND PROCEDURES
●● adapt learning activities to suit the needs of
Effective transnational teachers are informed
transnational students. This typically involves
about international standards, issues, practices and
including local content (examples and case
perspectives within their discipline. They are also
studies) in the curriculum
informed about the relevant policies, guidelines and
●● make skilled use of multi-media and procedures. At UOW these include:
communication technology, both to support
●● the Quality Assurance of Transnational
communication of concepts and for student-
Education (Offshore) and UOWD Teaching and
student and student-teacher communication.
Learning Procedure
●● the UOW Graduate Qualities
PERSONAL ATTRIBUTES
●● the Academic Integrity and Plagiarism Policy
Effective teaching in any situation requires flexibility,
patience and collegiality. In addition, in transnational ●● the Code of Practice – Teaching and
teaching it is important to be able to: Assessment
●● communicate with people of another culture ●● the Good Practice Assessment Guidelines; the
in a way that engenders respect and trust Teaching and Assessment Policy, and
●● work within the local conditions and ●● the Code of Practice – Students.
constraints.
Transnational procedures can be accessed at https://
intranet.uow.edu.au/international/overview/policies/
index.html#Transnational and the other documents
“It is really hard, there is a huge difference. Even if can be accessed at: http://www.uow.edu.au/about/
they are doing a fantastic job teaching in Wollongong, policy/learning/ Further information regarding
it may not work here, they may have to change.” policies and procedures can be sourced by contacting
the Director, Transnational Education and Alliances at
— Transnational co-teacher UOW.
8 University of WollongongWithin the transnational teaching environment it is
important to be alert for potentially conflicting policies
or practices across institutions, and prepared to
help students, co-teachers and peers at all locations
CRITICAL ISSUES
understand UOW expectations and procedures. FOR COURSE
The Australian Vice Chancellors Committee’s
Provision of Education to International Students:
COORDINATORS
Codes and Guidelines for Australian Universities
(AVCC, 2005b, pp 7-8) contains a number of guidelines • How will new transnational teachers be
dealing with teaching international students, many prepared for their role – for example,
of which apply directly to transnational teaching workshops, mentoring from course
contexts. For instance, it stipulates that staff coordinator, mentoring from experienced
members representing universities overseas or transnational teachers? (The Academic
delivering programs to international students should Development Unit can help facilitate a
be carefully selected and be: workshop for your faculty if needed.)
●● sympathetic and clear communicators with • How will you encourage teachers to see
a thorough knowledge of their university’s the transnational students as part of the
courses and procedures, and of the Australian UOW student body (not as peripheral or
education system ancillary)?
●● sensitive to the culture and customs of the • How will you discourage assumptions
country they are visiting and/or the students of cultural superiority and encourage
they are teaching, and aware of historical and cultural openness?
political background and educational systems • How will you prepare, consult and/
●● knowledgeable, experienced and competent or collaborate with academics and co-
in the administration of student policy and in teachers at different locations?
face-to-face dealings with students
●● aware of the quality of the partnership
arrangement where the university is engaged
in offshore provision.
Additionally, the AVCC stipulates that Australian
universities should “recognise their on-going
responsibilities for the education and welfare of
international students, and take appropriate account
of the potential cultural and linguistic difficulties that
international students may encounter. Australian
universities should ensure that academic programs,
support services and learning environment offered to
all international students encourage them to have a
positive attitude about Australian education” (AVCC,
2005b, p 4).
Transnational Teaching at UOW 9STAFF SUPPORT SERVICES
WHICH UOW SERVICES CAN STAFF ACCESS?
Transnational Advice and procedures for establishing new courses
Education & Alliances
Annual review procedures
Unit
Quality assurance procedures
https://intranet.uow.edu.au/ard/policies/UOW091614.html
Academic Development Provides teaching development opportunities for all teaching
Unit staff, including casual teachers. Includes University Learning
and Teaching program (ULT), tips for tutors workshops,
seminars and podcasts, advice on teaching awards and advice
on probation and promotion applications. Offered face-to-face
at Wollongong or online at other locations (unless funding is
availabe for travel).
http://www.uow.edu.au/asd/cedir/academicdevelopmentunit/
Learning Design Offers assistance with curriculum design and teaching
technology, including assessment task design, use of eLearning
and innovative resource development.
http://focusonteaching.uow.edu.au/learningdesign/
Faculty Service Allocates technical and learning design staff for an agreed
Agreements number of hours to help selected academic staff members to
develop innovative teaching resources.
http://www.uow.edu.au/asd/fsa/index.html
Learning Development Offers advice on curriculum development and embedding
student academic skills and English language skills. Produces
resources and handouts for students.
If funding is provided for travel, a Learning Developer may be
able visit a campus to offer workshop programs and integrated
seminars for students, or a block of individual student
consultations. These arrangements must be negotiated with the
Head of Learning Development.
http://www.uow.edu.au/student/services/ld/ldstaff/
Library Through the faculty librarians, academics can access faculty-
specific advice on developing student research skills as well as
assistance with their own research. The Library also produces
online referencing guides for different Faculties and other
useful online tools which can be incorporated into teaching.
http://www.library.uow.edu.au/resourcesbytopic/UOW026621.
html
Turnitin Anti-plagiarism software that can be incorporated into subjects
and assessment tasks. Advice should be sought before use.
http://www.uow.edu.au/student/services/ld/staff/UOW022082.
html
10 University of WollongongSTUDENT SUPPORT SERVICES
WHICH UOW SERVICES CAN TRANSNATIONAL STUDENTS ACCESS?
Library Transnational students have access to e-readings, online databases and e-books
through the UOW Library. In 2010, over 50,000 e-books were purchased by the
Library to enhance access by students, particularly at transnational and regional
campuses. The Library continues to add to the e-book collection.
The UOW Library also provides a number of online tools to assist with research,
including a referencing tool at http://www.library.uow.edu.au/referencing/.
Students also would usually have access to a library through the partner
institution.
Learning Development Students can access online resources such as the Unilearning academic writing
tool, a range of handouts and guides to academic writing and statistical modules.
Where a student is identified as at-risk and referred by a subject coordinator or
lecturer, online individual consultations can be organised.
http://learning.uow.edu.au/resources/
http://www.uow.edu.au/student/attributes/statlit/
http://unilearning.uow.edu.au/
StartSmart online An online orientation to academic skills including referencing.
modules
http://www.library.uow.edu.au/orientation/
Information technology All students are given a UOW login and email account. Course administrators
should note that enrolments will need to be notified to ITS by ARD well ahead of
the transnational session so that user names can be created.
UOW eLearning (subject web sites) is available at every location.
Some technology may need to be negotiated with the partner institution:
●● access to computers
●● student Internet quotas
●● classes held in computer labs
●● specialist software.
Academic advice Subject advice is given by the subject coordinator.
Course advice is usually provided by the local course coordinator. Students may
also contact the Wollongong sub-dean.
Accommodation Students can be referred to accommodation service of the partner institution.
Scholarships Every scholarship comes with eligibility conditions. Some scholarships may be
available to UOW students at any location, but many are restricted. Interested
students should check the UOW scholarships web pages.
Counselling Students seeking counselling should be referred to the counselling service of the
partner institution.
Grievances Students at any location can instigate an Academic Grievance Resolution
Procedure. http://www.uow.edu.au/about/policy/UOW058653.html
Transnational Teaching at UOW 11PREPARING FOR TRANSNATIONAL TEACHING
WHAT ARE MY STUDENTS’ HOW DO I FIND OUT IF STUDENTS HAVE SKILLS GAPS?
Consider the level of skill needed to succeed in
ACADEMIC SKILLS? the subject/course, in areas such as: independent
research; referencing; literature reviews; essay
WHAT CAN I EXPECT? writing; critical thinking and analysis; problem solving;
mathematics; computer programming; group work;
You can expect that students at all locations will presentations; and academic English.
be similarly capable of learning. They will generally
be interested in developing deep understandings Some possibilities are:
and problem-solving skills, consciously seeking ●● talk to colleagues who have previously taught
an international outlook, and viewing international and marked work from this student cohort
education as a long-term investment in career
●● if students are entering from an articulated
advancement (Bell, 2008a, Gatfield and Hyde, 2005,
course ask the course coordinator or faculty
Pyvis and Chapman, 2004, Rizvi, 2005). However, they
officer to show you the subject outlines and
may well have different educational experiences or
assessment tasks from prior courses
training to draw on this capacity for learning.
●● ask for advice from the tutors, co-teachers or
subject coordinator in their country of study,
“Learning styles are similar to any class as they will best know their students
anywhere. Students range from highly ●● consult with Learning Development at UOW,
autonomous independent learners to dependent as they may have previously worked with
learners. We need to be careful not to similar transnational student cohorts, or can
stereotype. It’s a global classroom.”
— Peter Kell, Course Coordinator 2003–2009, CAUTIONARY TALE High failure rates in an
Faculty of Education undergraduate subject. Students were admitted
to a course based on success in a very different
It is a good idea to question any assumptions subject area. When they performed poorly in their
about the learning capacity of students based on first year the academics were shocked and unsure
nationality. For instance, various researchers have how to handle the problems. It took some time to
refuted the earlier stereotype of students from Asian identify the skills gaps and put support in place.
cultural backgrounds as taking a surface approach
to learning (Beasley & Parson, 1999; Biggs &
Watkins, 1996; Chalmers & Volet, 1997; Choi, 1997; help you realistically assess the academic
Kelly & Ha, 1998; Kember, 2000; On, 1996). While and English language standards of students
students’ earlier educational experiences may have ●● set an assessment due very early in the
encouraged particular approaches such as a focus session which can help to identify individual
on memorisation (Ng, 2001), globalisation influences and group skills issues, and plan to follow up
on educational cultures in Asia are increasingly with support where needed.
emphasising critical thinking skills and active learning
(Bell, 2008b, 2009; Ng, 2001; Mok, 2003; Tan, 2003).
“Students coming from NSW high schools come
from a homogenous experience, but this isn’t
WHAT CAN’T I ASSUME? the case for people coming to our transnational
You can’t assume that transnational students will campuses. Don’t assume. They are often very
have the same academic skills as students at another bright students but they don’t have the same
location or from another course, even across groups background as our students. Their starting
that may seem similar. Students may have come point can be very different. Get help – it’s a joint
through very different national education systems effort, not an individual one. Work with Learning
and/or prior studies, each with different emphases. Development and other colleagues.”
It follows that extra development of some academic —Rob Castle, DVC(A)
skills may need to be built into the course/subject.
12 University of WollongongWHAT STRATEGIES CAN I USE TO ADDRESS SKILLS GAPS?
Strategies can be grouped into two main approaches: CRITICAL ISSUES FOR
●● offer extra support outside of class –
‘supplemental support’
COURSE COORDINATORS
●● offer support within the subject – ‘integrated
• How will you arrive a good understanding
support’
of students’ prior learning, for example are
Supplemental support can include extra tutorials there articulated courses where you could
for struggling students, English language workshops, examine their previous curricula?
handouts or links to learning support resources.
For some courses, a special bridging program may • What are the academic skills needed?
be effective. This approach is attractive to subject Are there likely to be any skills gaps? For
coordinators as it does not take up valuable class time example, you might compare students’
during the intensive teaching weeks, draws on existing skills to those of other cohorts you are
learning support material, and can take less time to teaching (writing, maths, referencing,
develop or access. However, without clear guidance it research, analysis etc)
can be hard for students to conceptually link generic • If there are skills gaps, how will you plan
advice to their immediate learning needs. Access to opportunities for students to acquire the
learning resources does not guarantee understanding skills needed to succeed in subjects? For
or necessarily develop students’ capacity to apply the example through orientation programs,
instruction to their assessment tasks. online academic skills modules, and/or the
Integrated support is generally considered to be the development of subject-specific integrated
better model. An integrated approach is one which activities and resources. The Library and
finds ways to develop students’ academic skills at Learning Development academics can
the same time as they work with subject content. help develop these with you.
Language and learning support are most effective
when integrated into course and teaching design
(Percy et al, 2005).
Integrated support has the additional benefit of
DOES THE SUBJECT HAVE TO BE TAUGHT IN EXACTLY
ensuring that all students have the same learning
THE SAME WAY AT EACH CAMPUS?
support and avoids the stigma of ‘remedial’ assistance.
No. Diverse teaching strategies can be used to
Usually integration of academic skill development
bring students to the same standard. The Quality
is done by modifying learning and assessment tasks
Assurance of Transnational Education (Offshore) &
to build skills to the levels needed. For example, you
UOWD Teaching and Learning Procedure states that:
might:
“The content of subjects, textbooks and readings and
●● give students tasks in class that model the
the nature of assessment tasks may vary between the
approach that will be expected in assessment
equivalent UOW and offshore and/or UOWD subjects
tasks
so as to reflect the pedagogical needs of the student
●● provide examples of work that show what is cohorts at each location, and to reflect particular
expected requirements imposed by relevant higher education
●● explicitly focus on a particular academic skill accreditation agencies.”
in different assessment tasks All variations must be approved by the faculty as part
●● incrementally develop academic skills across of quality assurance of subject outlines.
assessment tasks
●● make expectations clear in marking criteria “The students love to have a Western person bring a
●● if students are unpractised at writing complex completely different experience to their education.
reports or long essays, consider splitting the They love it and they hate it at the same time
assessment into two or more components. because you have different expectations of them
Although it might initially take more time to compared to local teachers; you have a different
collaboratively develop curricula using integrated teaching style; you expect a lot more autonomy and
learning support, it has the benefit of being independence; you tend to have higher expectations
sustainable over time and across multiple deliveries. of their performance in the classroom.”
— Transnational co-teacher
Transnational Teaching at UOW 13GOOD PRACTICE: PROVIDING
EXAMPLES OF PAST WORK – WHERE CAN I GET HELP?
FACULTY OF ARTS 1. Talk to your course coordinator for guidance and
assistance.
Hong Kong students in the early intakes of a
2. Make contact with your Faculty’s Learning
transnational BA program reported their ‘culture
Development representative (the current list can be
shock’ and confusion about the academic
found at http://www.uow.edu.au/student/services/ld/
expectations. One returning lecturer decided to
ldstaff). These specialists are available to help with:
address their concerns by working with Learning
Development to find models of good/poor academic ●● embedding academic skills and language
writing by his main campus students who had support into a subject
just completed the same assessment task (with
●● developing subject-specific resources or class
their permission). The Hong Kong students were
activities
delighted with these models and the insights into
their Wollongong peers’ experience, and grew ●● designing sample exercises to help students
more creative not only in the selection of research acquire suitable vocabulary, evaluate
projects but in their reflection of their local cultural research, practice critical thinking etc
expectations. ●● refining assessment tasks and marking
— Mark McLelland, Subject Coordinator, Faculty of criteria
Arts ●● delivering formative feedback on English
language and writing in an early assessment
task
GOOD PRACTICE: SKILLS
●● subject to funding approval, in cases of high
INDUCTION – CENTRE FOR need Learning Developers may be available to
accompany you to classes to collaboratively
TRANSNATIONAL CRIME teach academic skills.
PREVENTION Be sure to give Learning Development plenty of notice
if you are going to need their assistance.
Many students in transnational crime prevention
are police or legal officers who have not been
to university before. To help them understand
expectations and build their academic skills, students
in both Wollongong and China complete a series of
online modules on academic expectations, research,
reading strategies and writing that were developed
by Learning Development and the Library, who also
taught a two-day workshop program of workshops on
campus at Wollongong. See http://ctcp.uow.edu.au/
resources/
While students reported that they referred to the
online modules several times across the session,
“I worked with Learning Development
they also reported not fully appreciating the generic
to deliver a Wollongong subject to
workshop program as it was not attached to any
‘real’ assessment task. In 2010, follow-up workshops a different audience. The Learning
were offered immediately before assessment tasks Design group helped me as well, and
rather than at the beginning of session, so that the Library was fabulous. I found the
students could immediately see how they could university was very supportive of
use the academic skills needed for specific learning teaching offshore.”
tasks. Additionally, a core subject was redeveloped
to include scaffolded assessment tasks and learning — Moira Williamson, School of
resources designed to incrementally build students’ Nursing, Faculty of Health &
academic research and writing skills. Behavioural Science
— Mark Loves, Course Coordinator, and Judith
Marychurch, FEC Chair, Faculty of Law
14 University of WollongongHOW DOES CULTURE AFFECT SUBJECT MATERIALS?
WHAT CAN I EXPECT?
You can expect that your transnational students
will have a basic knowledge of other countries, have
heard of a few very famous international people,
movements and brands, and will be aware of and
have opinions on major global events.
“The main difference is the experience
and background. What I have with local
WHAT CAN’T I ASSUME?
teachers here is that we share the same
You can’t assume that students and teachers from cultural background and the same
another country share knowledge that is well-known knowledge, so when we mention an
in your country, whether of films/TV shows/books, example we are all ‘yes yes that’s the one’.
social movements, brands, companies, historical But with the Wollongong teachers you have
events, ideas, technologies, politics, people or to try to figure out some really common
philosophies. examples so that we can share together. It
Even in cases where knowledge is shared, it can’t is not just the example that is important – it
be assumed that people from other countries is through this example that I get what we
conceptualise or interpret it in the same way. need students to learn”.
— Transnational co-teacher
MY SUBJECT IS GROUNDED IN SOME BASIC
PHILOSOPHICAL OR THEORETICAL PRINCIPLES. HOW
CAN I KNOW THAT THESE ARE SHARED BY STUDENTS
FROM ANOTHER CULTURE?
Sometimes you may be unsure of whether students
hold the same basic philosophical or theoretical
assumptions as those assumed in your subject. For
Rather than avoiding the issues, it can be beneficial
example, in Australia some commonly held principles,
to make any particular philosophical or theoretical
many of which arguably underlie public policy, include:
principles that underlie your subject explicit to
●● the individual economic good should be students. One approach is to spell out these principles
balanced with the collective economic good in an early lecture, and open them up to discussion/
debate. Another approach is to try and find out about
●● individual human rights should be protected
any areas of difference before teaching begins, so that
even against the powerful interests of
points of difference can be clarified to students.
governments
Making your principles explicit and/or engaging in
●● religion is not a matter for the state
debate doesn’t necessarily mean you have to change
●● people should not be discriminated against the subject content or the position from which you
because of their gender, race, religion, teach. It may mean:
sexuality, disability or marital status
●● spending more class time explaining
●● evolution describes the theory of origins best principles
supported by science
●● acknowledging the different perspectives
… and so on.
of students and remaining open to ongoing
None of these principles are universally accepted dialogue
(even within Australia). Opposing views may be held in
●● clarifying expectations and ground rules.
other countries as diverse as the United States, Saudi
Arabia and China. These and other assumptions can This levels the playing field, so that students and
profoundly impact on subject areas as diverse as law, teachers know where they stand, and can respectfully
arts, health, science and commerce. acknowledge differing positions.
Transnational Teaching at UOW 15HOW DO TEACHERS WORK ACROSS LOCATIONS TO SHOULD WE REPLACE CULTURALLY-SPECIFIC
MODIFY SUBJECT MATERIAL? EXAMPLES WITH EXAMPLES FROM THE STUDENTS’
OWN REGION?
In many cases there will be two subject coordinators,
Yes, if they are illustrative examples — that is, those
one in each location. One may have developed
added to content to help students understand a point.
the original material for Australia and the other
Illustrative examples help students by connecting
may be modifying the subject for another country.
theory with their existing frame of reference. But
Alternatively the subject may be undergoing review so
if the example is outside their existing frame of
that it is suitable for delivery in both countries.
reference, it won’t have the desired effect. It may even
In either case, development of the modified subject be confusing rather than helpful.
will need to be shared and collegial. An initial meeting
In many cases examples were originally added to help
will need to be scheduled to discuss broad issues:
the understanding of particular groups of students,
●● the aims and learning outcomes of the subject and so are, to some degree, culturally based.
●● the graduate qualities developed in the subject
●● the learning capabilities and prior learning of CAUTIONARY TALE: An exam paper contained a
the transnational students scenario based on the Melbourne Cup, and a short
explanation that it was a culturally significant
●● whether the subject content including horse race was added to the transnational version
examples and case studies is suitably pitched of the paper. Many transnational students didn’t
to transnational students fully understand what this scenario meant and
●● whether the assessment tasks are suitably struggled to answer the question effectively.
pitched to transnational students (for
example, a large assessment of a type
unfamiliar to transnational students may No, if they are foundational examples — that is,
need to be broken into several smaller those which show critical turning points in an area of
assessments to support students acquiring study or practice, or are standard examples known
new skills) internationally in the field. Additional explanation may
help if these are from contexts unfamiliar to students.
●● what learning support will need to be
integrated into the teaching across session No, if they are deliberately intercultural — that
to help students meet the learning and is, they were designed specifically to build
assessment expectations. intercultural competence in students, for example
involve culturally-specific areas such as Australian
Further meetings may be needed, whether online Indigenous studies, or Western legal systems. Part
using chat tools or Skype video, or through email of the reason for studying a degree offered by an
exchanges, to agree on and refine: overseas university/campus is to gain cultural
●● the suggested modifications to the subject understanding.
modules for the transnational context Possibly, if they are professional examples — that
is, those which engage the students by showing how
●● if necessary, ways to slightly modify the
what they are learning relates to their chosen field.
assessment tasks so that they remain
Graduate destinations and career prospects vary
of equal weight, but meet the learning
according to location, and some adjustments may be
capabilities of the transnational cohort
needed.
●● clear, specific marking criteria for the
assessment tasks, to avoid possible student
and tutor confusion.
Both subject coordinators contribute to agreeing on “He actually gave a lot of local movies as examples
the modifications needed. The subject coordinator and the students were all – ok here is a guy, an
located in Australia will usually be responsible for Australian guy, who has seen things in our films
quality assurance. As Quality Assuror, they will provide that we didn’t know about, and it is embarrassing
comments and may require modifications to any new to us, these are our movies! But we learnt about it
material. Both subject coordinators need to aware of through Australian eyes. It is a very good way of
and prepared for these roles and understand that their learning – getting to know yourself and your city
decisions need to be collaborative and negotiated. through the eyes of someone else.”
– Transnational student
16 University of WollongongDOES THIS MEAN A DIFFERENT VERSION OF THE
SUBJECT HAS TO BE OFFERED IN EVERY LOCATION?
Not necessarily. Some academics choose to design
CRITICAL ISSUES FOR
the subject to contain a mixture of examples drawn COURSE COORDINATORS
from all of the countries where they are teaching. This
mix of examples is then taught at each site, possibly
with more attention to some aspects more than • Which subjects are appropriate for the
others, depending on location. program? What are the interests and
professional aspirations of the students?
What have they already studied? What
“We are going over there to integrate our culture, accreditation arrangements will be
not to impose our culture. If we don’t do that we will sought?
lose the students. Flying in and saying ‘here is my • How will UOW Graduate Qualities be
wisdom’ and then flying out again is not the way.” incorporated into course design, so that
they are explicitly linked to teaching and
— Penney McFarlane, Degree Coordinator, learning activities?
Faculty of Informatics • How will you convince new teachers in
the program on the need for cultural
modifications to materials from Australia?
DOES SUBJECT CONTENT NEED BE EXACTLY THE SAME
AT EACH CAMPUS, OR CAN IT BE VARIED? • How will you stay in communication with
teachers and quality assurors as subjects
The core subject content is usually the same at every are modified for delivery across sites?
location, however: • Can you negotiate faculty resources, time
or other support for coordinators to modify
●● examples and case studies can vary across
materials?
locations. Arguably, using examples and case
studies originally designed to help Australian
students may make the subject harder for
others ARE THERE DIFFERENT WAYS OF PRESENTING
●● some content may have to be changed for INFORMATION AND IDEAS?
other reasons, eg to meet local accreditation
requirements. It has been suggested that a cultural difference can
occur in how arguments are structured. A traditional
All variations must be approved by the faculty as part Western discourse may present an assertion and then
of quality assurance of subject outlines. expand by providing evidence, examples etc. However
in some East Asian countries the opposite style is
WHERE CAN I SOURCE REGIONAL EXAMPLES AND CASE often (but not always) preferred – first lay out related
STUDIES? information, then explore its ramifications to build a
picture or case, and finally finish with the assertion
●● If some students already work in the field of or conclusion. This is somewhat oversimplified; for
study, they may be able to offer suggestions. example experiential learning in Western countries
●● Professional organisations in a region often may also explore evidence before drawing out theory.
have ideas for case studies that can also We can be alert to cultural differences, and aware
address concerns of local employers. that people accustomed to one style may find the
●● Peers and co-teachers at the transnational other style cumbersome. It may not be necessary to
location are an invaluable source of ideas. change your style, but it can be helpful to be aware of
They may also be willing to read through your this as an area of possible cultural difference.
subject materials to give advice. “Chinese students expressed a strong preference
●● Academic journal articles from the region can for starting with the big picture ie the driving forces
be useful. in the society and area before moving onto concrete
examples. This has been found to have great
●● For simple examples, local or international
importance for both the introduction of new topics
newspapers and websites can be a good
as well as the consideration of actual examples and
source.
scenarios” (Bowering and Lock, 2007, p 3).
Transnational Teaching at UOW 17HOW DOES LANGUAGE AFFECT LEARNING?
WHAT CAN I EXPECT? WHAT STRATEGIES CAN I USE TO HELP STUDENTS
UNDERSTAND THE LECTURES?
You can expect that your transnational students will
have passed an English proficiency test or equivalent ●● Provide lecture notes or copies of slides ahead
to ensure they meet minimum standards in speaking, of the class. Students who find lectures hard to
reading, writing and listening. follow or who can’t concentrate on discussion
while taking notes will find this helpful.
You can expect that many of your transnational
students will lack confidence in English. A common ●● Explain how and when students can ask
anxiety is that ‘I don’t speak/write English well questions. For example, you could let students
enough to do well in the assessment tasks’. This fear know that some class time will be put aside
may also make new students hesitate to answer or for questions and to check their understanding
ask questions in class. This will prepare them for the opportunity to
engage with the lecture material.
●● Speak clearly at a slower pace than usual.
WHAT CAN’T I ASSUME?
Speed of delivery is a major barrier to
You can’t assume that students possess understanding. Slowing down takes effort and
the vocabulary of the discipline or that their can be difficult for lecturers, who feel pressure
conversational language skills are sufficient to to impart a lot of content in class time, but is
immediately perform well in academic English. This key to ensuring student engagement.
does not mean that the students are not intelligent ●● Clearly identify the structure and main
or capable of understanding the central themes concepts of each lecture, and signal subsidiary
or concepts, but it does mean that they may have points and topic changes as they occur.
difficulty communicating their understanding.
●● Take a plain-English, conversational
The Australian Vice-Chancellors’ Committee report approach, rather than reading from formal
on transnational teaching found that pre-entry notes as a script. Formal notes tend to be
English language testing is not sufficient to the denser with more unfamiliar words and more
needs of students entering higher education either difficult sentence structures.
on or offshore. The report recommends that ongoing ●● Avoid metaphors, or if they are important
language and learning support should be planned by explain them. Second language students
universities (AVCC, 2005a). frequently misunderstand these, and
misunderstandings can be a more serious
IS IT MY RESPONSIBILITY TO ASSIST STUDENTS WITH problem than non-understandings.
LANGUAGE SUPPORT? ●● Use redundancy when explaining key concepts,
Student learning and language support will need by repeating points using different words
to planned by the course coordinator. Coordinators ●● List key points using PowerPoint or whiteboard
and lecturers will need to discuss and plan for this ●● Use visual aids, but remember that second
support across the program and within or parallel to language speakers may take longer to
subjects. process both spoken and visual messages.
When designing support, it is important not to give ●● Schedule changes in student activity to aid
messages to the students that they are ‘in deficit’ concentration and memory in longer classes.
or in need of ‘remedial’ assistance – they have been ●● Summarise at the end of the lecture and
accepted into the program by UOW as meeting the explain context of the topic discussed –
entrance requirements of the course, after all, and how it relates to the next topic and/or the
may have done very well in their previous studies in assessment task, which readings are relevant.
other languages (Doherty & Singh, 2005, p 53). ●● Find links between the readings and the
It is also important to realise that academic language lecture topics – giving students a strategic
and literacy is not something that can be simply ‘fixed’ way of approaching the readings can help
in a generic bridging or pre-entry class or by one-off them process the information more effectively.
supplemental resources – it is context-specific and (Flowerdew, 1994, Flowerdew and Miller, 1995, Huang,
‘developed by degrees’ (Taylor et al, 1988 cited in 2005, Littlemore, 2001, Lynch, 1994, McKnight, 1994).
AVCC, 2005a, p 5).
18 University of WollongongWHAT STRATEGIES CAN I USE TO HELP STUDENTS
LEARN FROM WRITTEN MATERIAL?
●● Check that subject guides are clearly written,
CRITICAL ISSUES FOR
and that the required and recommended COURSE COORDINATORS
reading lists are organised around topic or
lecture areas. Consider selecting easier
• What will be the language policy for
readings to start with so that students move
tutorials (percentage of English to be
from more accessible to more conceptually
spoken in class)?
difficult texts.
●● Limit the amount of reading. Keep in mind • How will you brief new transnational
that it takes longer to read in a second subject coordinators so they understand
language. A few dense paragraphs may take language issues (Learning Development
as long to read in a second language as an can help)?
entire article in a first language. • How will you evaluate the range of
●● If the readings are very dense, consider language levels in the student cohort?
highlighting key passages. It can be difficult
• How will academic English support will be
for second-language speakers to determine
made available to students?
the main points.
●● When selecting articles and texts, consider
the linguistic difficulty and complexity. If more
than 5% of terms are unfamiliar to students,
or the complexity is beyond their language
ability, they are likely to give up or seek SHOULD I BE CONCERNED IF STUDENTS DON’T SPEAK
shortcuts (Macaro, 2003, pp 65, 130-131). ENGLISH IN TUTORIALS AND GROUP WORK?
●● Ask Learning Development to help with If the course is advertised as an English language
exercises to build vocabulary in the subject degree:
area. Cobb describes a paradox where, to
understand what they are reading, students ●● all tutorials should include English language
need to understand most of the words in a learning and teaching
text, yet to understand most of the words in ●● all assessment tasks should be conducted
a text they need to understand what they are entirely in English.
reading. It follows that reading alone won’t Whether or not some use of the students’ own
allow students to develop the vocabulary they language is helpful is the subject of debate. Some
need (Cobb, 2007). teachers believe small group work in the students’ own
●● Design activities that help students come to language is very helpful to learning and encourages
an understanding of key texts. For instance, active engagement with the topic under discussion.
ease in with a comprehension reading activity Discussion of concepts in students’ first language may
which walks students through a text while encourage deep learning (Skyrme, 2005).
asking questions that will help them identify Others disagree, suggesting that discussion of
the context, the topic under discussion, the concepts in students’ second language requires the
author’s argument, and the evidence used to effort of translation in two directions and is not always
support that argument. successful as concepts may not align and arguments
●● Encourage students to discuss the readings may not be equally convincing in both languages
with each other, eg in small groups. This (Smith and Smith, 1999). Skyrme suggests resolving
activity could be in their own language with this dilemma by accepting some use of first language
a report back to the rest of the class or the as a natural stage of learning, which students ideally
teacher in English. move past as they gain expertise (Skyrme, 2005).
“I don’t mind what language students use in group work. I just think it’s great
that they’re engaging, and getting involved in the topic. Afterwards, I get them
to report back to the class in English.”
— Moira Williamson, Subject Coordinator, Faculty of Health &
Behavioural Sciences
Transnational Teaching at UOW 19You can also read
