An investigation of teaching pedagogy at two Chinese Transnational Education institutions: Preparing learners for local and global educational pathways
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Authors
Taylor, Jeremy
Author ORCID Profiles (clickable)
Degree
Doctor of Professional Practice
Grantor
Otago Polytechnic
Date
2025
Supervisors
Andrew, Martin
Woodward, David
Woodward, David
Type
Doctoral Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
transnational education
digital learning
curriculum localisation
culturally responsive pedagogy
institutional strategies
educator development
digital learning
curriculum localisation
culturally responsive pedagogy
institutional strategies
educator development
Citation
Taylor, J. (2025). An investigation of teaching pedagogy at two Chinese Transnational Education institutions: Preparing learners for local and global educational pathways [Doctoral thesis, Otago Polytechnic]. Research Bank. https://doi.org/10.34074/thes.7124
Abstract
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.
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CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International