Abstract
This paper investigates some of the cross-cultural challenges faced by faculty members teaching transnational higher education in a foreign country. It employs the intercultural competence process model and attempts to provide some best practices that are already implemented in an international branch campus (IBC) in Uzbekistan. Hopefully, this sharing of practices will develop intercultural competence and better prepare transnational faculty members to be more efficient and effective in motivating students in transnational education programmes. Furthermore, apart from increased motivation for students, this important professional development initiative for faculty teaching staff may lead to improvement in learning outcomes over time.
Highlights
With the advancement of worldwide network communications and technological innovations coupled with the strategic globalisation of higher education institutions (HEIs), the nature of international higher education is evolving
It discusses some of the approaches that the foreign faculty members may adopt to teach cross-culturally at an international branch campus (IBC), thereby enhancing student motivation to learn in transnational education environment
In order to adapt to local culture, they are advised to learn to respect students, being resilient to classroom culture, listen to their problems and provide advice, being friendly and having a sense of humour, being dedicated and knowledgeable in the subject of teaching, and being patient and fair (Saafin, 2008)
Summary
With the advancement of worldwide network communications and technological innovations coupled with the strategic globalisation of higher education institutions (HEIs), the nature of international higher education is evolving. Students have more choices in selecting foreign universities even within their home countries, either through attending classes at the international branch campuses (IBCs), collaborative public/private institutions, or via online platforms. It discusses some of the approaches that the foreign faculty members may adopt to teach cross-culturally at an IBC, thereby enhancing student motivation to learn in transnational education environment. The author has more than five years experience in managing the entire academic processes of the IBCs, one in Colombo, Sri Lanka and the other in Tashkent, Uzbekistan Most of these claims and suggestions were raised and discussed during dialogue sessions with the transnational faculty members and local lecturers / tutors. The intercultural competence process model, together with the practical and real life issues of the IBC case study in support of the theoretical framework provide a new reference offering a comparative study for future research in the context of intercultural competence and transnational teaching
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