Lynnel Hoare

Transnational Student Voices: Reflections on a Second Chance.

The intensity of provision of transnational education (TNE) in the Asian region by Australian universities has been increasing over the past three decades. Although much is claimed, little is actually known about the outcomes and opinions of students enrolled in TNE programs. This article investigates student experiences through the longitudinal extension of an ethnographic study of one TNE program in Singapore. Student motivations, career paths, and adaptations are considered in the context of “second chance” and lifelong learning in Singapore. Analysis reveals something of a good news story in the face of much negativity about transnational education at the current time. The study reveals that TNE students are achieving high-level positional outcomes and developing transformative learning habits. Recommendations are made for the use of global comparative studies in TNE programs to facilitate mutual learning through respect for local knowledge.

Swimming in the deep end: transnational teaching as culture learning?

Drawing upon the experiences of a group of academics who were responsible for the teaching and coordination of a newly established offshore program, this study considers intercultural learning during transnational education (TNE) sojourns and demonstrates that the personal and pedagogical adaptation required of academics is significant. The study combines data from pre-, during- and post-sojourn interviews with detailed observations of offshore teaching. This ethnographic methodology provides a detailed account of the TNE experience that is rare in the literature. The study adds support to the contention that the acknowledgement of cultural distance, rather than the adoption of a universalist mindset, is a precondition for development of intercultural competence through transnational teaching. The reflections of the respondents indicate that when transnational educators are prepared to learn from the ambiguity encountered during offshore teaching, they have the capacity to experience personal growth and to add significantly to their universitys human capital. The paper argues that this ‘preparedness’ to learn should not be left to chance lest it does not eventuate and that the responsibility for development is shared between transnational educators, who must be open to change and prepared to engage in self-reflection that can be confronting, and universities, who must formally recognise the need to provide time, resources and quality, ethical learning interventions in order to facilitate the development of intercultural competence in all staff, especially those who teach overseas.

Returnees, student-migrants and second chance learners: case studies of positional and transformative outcomes of Australian international education

There is a clear need for new research into the work and life outcomes for graduates of Australian international education. Drawing upon divergent post-study transitions, this article aims to present a multi-faceted, qualitative foundation for the consideration of both positional and transformative impacts of international education on graduates’ post study lives and careers. We compare three divergent study and life pathways for international students via three case studies of different models of Australian international and transnational education provision. The findings show that positional and transformative outcomes were often intertwined in surprising ways in participants’ stories. The pathways that they followed after graduation were strongly influenced by their engagement with international education as a life as well as a learning experience. All three case studies also suggest that concepts of the prestige of the Western degree need further consideration.

Up in the air: an examination of the work–life balance of fly-in–fly-out academics

There is a dearth of research on the work–life balance experiences of academics who undertake short-term international teaching assignments. Academics who teach offshore are also accountable for onshore activities including lecturing, research, supervision of higher degree students, mentoring, publishing and administrative obligations inter alia. These responsibilities pose further challenges to work and life. Within the context of a qualitative design, 11 academics were interviewed in depth regarding their short-term international teaching experiences. Specific issues relating to family separation, excessive work hours, poor assignment planning and lack of organisational recognition were identified. Findings have important implications for academics, and university policy and practice.