An investigation of teaching pedagogy at two Chinese Transnational Education institutions: Preparing learners for local and global educational pathways

This Doctor of Professional Practice (D.ProfPrac) thesis examines the teaching practices of two Chinese Transnational Education (TNE) institutions. I used a qualitative descriptive (QD) methodology to capture the lived experiences of my participants, with the findings providing insights into the challenges and opportunities within Chinese TNE programmes. A key finding to emerge is that teaching practices needed to evolve in response to the COVID-19 pandemic. The sudden move to online learning brought to the surface many difficulties in keeping learners engaged. This is especially true for those learners who were not already familiar with how to effectively use digital tools for educational purposes. Notwithstanding these challenges, the study has shown the resilience demonstrated by educators, learners, and programme managers involved in the delivery of Chinese TNE programmes. This study also offers insights into how educators can be successful when confronted with cultural complexities. An important outcome of this research has been the creation of a culturally responsive teaching model tailored specifically for TNE contexts. This model, presented towards the end of this thesis, aims to create more welcoming and supportive learning environments for Chinese learners. I have given a particular emphasis to demonstrating how cultural understanding can lead to improved learner engagement. The findings from this study have immediate implications for improving TNE programmes, and a contribution is made by helping educators to deal more effectively with complex learning environments. Reflecting on what else has been achieved, the study has shown a need for stakeholders to practise both adaptability and responsiveness. The research could also be considered a resource to guide decision-making on where the learner experience could be improved. As to life after study, it is exciting to consider how these findings could be used in wider contexts. I feel that through regular critical reflection, insights have been gained which have not only transformed my practice but will also potentially aid other practitioners who are working in similar TNE contexts.

Name thesis:degree_name

Doctor of Professional Practice

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Transnational education

Grantor

Otago Polytechnic

Year dc:date.issued

2025

Author dc:creator

• Taylor, Jeremy

• transnational education
• digital learning
• curriculum localisation
• culturally responsive pedagogy
• institutional strategies
• educator development

Statement dc:rights

• CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10652/7124

OAI identifier oai:identifier

oai:researchbank.ac.nz:10652/7124