Abstract
ABSTRACT This study explores the experiences of international staff in Egypt and Trinidad who undertook a UK-based teaching development course provided by the London University who were validating and franchising the offshore courses they taught. Such transnational education (TNE) is a significant but under-researched area of Higher Education and continuing professional development opportunities for TNE teachers have been limited. Participants shared insights into transmissive and transformational aspects of the course, revealing the complex interplay between individual and cultural assumptions critiqued here through a neo-colonial lens. We draw implications from our data for academic developers in general and, in particular, for those working in international and intercultural partnerships.
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