• Strengthening Teaching Teams

    Development of a community of practice in transnational programs ideally requires the input of all staff. The expertise, local knowledge and student engagement capabilities of partner organisation staff are invaluable for developing successful transnational programs. Our research found that transnational teaching teams face a number of challenges including sharing trust and control, and sharing knowledge. There are also differences in pedagogy and assessment practice.

    In one institution the exam is provided to the transnational academic staff member on the day:

    "That's very demeaning, you know? Does that mean because I'm a local instructor I'm less qualified, or I have less integrity?" Transnational partner academic

    Good practices identified by our research include:

    • Structured interaction, i.e. have an agreed time, medium and frequency for communication
    • Good communication using a number of modes, e.g. teleconference and e-mail
    • Good rapport and relationships built over time and based on trust
    • Discussion of moderation and enhancing expertise through professional development
    • Informal collegiality, e.g. meet in person before teaching starts.

    "If you trust someone you can openly admit if you've made a mistake." Australian academic

    Clip ArtListen to what transnation partner academics say about moderation policy (mp3, 367KB), rapport (mp3, 988KB), desire to be involved (mp3, 412KB), and the need to communicate (mp3 435 KB). These are direct quotes from interview transcripts read by actors.

    Clip Art What Australian academics say about the need for structured interaction (mp3, 574KB), need for  trust (mp3, 210KB), and the need to respect transnational partner academics (mp3, 843KB). These are direct quotes from interview transcripts read by actors.

    Resources in this section of the toolkit can assist you in strenthening teaching teams:

    Professional Development

    This section can help you and your teaching team engage in professional development activities around TNE assessment and moderation.

    Information to help you in your role as teacher or unit coordinator? See below for a Professional development plan for the Individual Teacher. This program steps you through a series of readings and activities that will enable you to critically examine your own practices in transnational unit delivery, and assessment and plan for more successful outcomes.

    Information to guide a review of moderation practices in a transnational unit or program with multiple academics or tutors in several locations? See below for a Professional development plan for a Team. This program provides a plan for engaging the teaching team in activities and readings that will foster discussion and critical evaluation of existing assessment processes and plan for more successful outcomes.

    Information that can support a review of moderation practices on a broader scale of a university faculty or school? See below for a Professional development plan for a School. This program steps you through a general plan for collecting information about assessment and moderation practices in transnational programs and collecting views across the School and subsequently, planning for changes. Opportunities for feedback from the School are included.