Lee Dunn

Australian academics and transnational teaching: an exploratory study of their preparedness and experiences

Australia is now the third largest provider of education to overseas students. Between 1994 and 2000 the number of overseas students taught by Australian universities increased by 150% to 107,622. It is estimated that 41% of the recent growth in international education has been in offshore enrolments, with each of Australia’s 38 universities now providing offshore education. This paper reviews recent Australian literature on transnational teaching and presents an overview of a study with academics who teach transnationally and who are drawn from nine Australian universities. The study covers the professional development and teaching experiences of these academics and their perceptions of the induction/orientation and ongoing professional development needed to support the delivery of quality trans‐cultural education offshore.

Australian academics teaching in Singapore: striving for cultural empathy

Within a framework of shrinking public funding for universities, competition for students and pressures for the internationalization of education, Australian universities have formed partnerships with Asian organizations to offer Australian degrees to fee‐paying students in their home countries. Teaching Asian students in Asia is complex, expensive and challenging for the university, its local partners, students and academics. However, Singapore and Australia have recently signed a free trade agreement and others may follow, thereby increasing the amount of teaching Australian universities undertake in Asia. Issues of education and cultural empathy have become more important than ever in this new environment. This paper discusses one international degree program and the way it is experienced by its Singaporean students and Australian academics as each group strives to understand the academic and cultural needs of the other. Singaporean students in the study reported a range of different learning styles and most preferred teaching and learning approaches that encourage deep learning. The Australian academics considered that these characteristics were similar to those of Australian students, but it appears that the way Australian academics facilitate student‐centredness is confronting to Singaporeans used to different teaching, learning and assessment methods. Some Singaporean students accorded local tutors less ‘expert’ status than the Australian lecturers, thus they placed low value on the tutorial assistance provided as a key part of mixed‐mode delivery of the course. Also, the Australian academics reported that they had difficulty finding culturally appropriate ways to ask for, and receive, critical evaluative feedback from the Singaporean students and tutors. In general, notwithstanding the challenges involved, the Singaporean students appreciated the opportunity to earn an Australian degree without having to leave Singapore, and the Australian academics found the experience of teaching in Singapore to be rewarding.

Natural growth goals and short- term training: a boomerang effect

The purpose of this research project was to determine the effect of a training session about achieving natural growth goals on perceptions of a university classroom as a learning organisation. The results indicated that a short training session on how to achieve natural growth goals in an organisation appeared to have a boomerang effect on perceptions of a university classroom as a learning organisation. This study should alert us to the inevitable consequence of having our best training efforts backfire when they conflict with powerful, though latent, beliefs or cultural values.