Transnational Academic Practices: Insights from UK educators on their experiences in an international development initiative

Abstract

There is growing emphasis on enhancing academic practices in higher education, driven by institutional, national, and international initiatives responding to rising expectations for high-quality educational experiences. A key development is the shift towards student-centered learning and addressing cultural diversity among learners, particularly in transnational education. One notable example is the Transformation by Innovation in Distance Education (TIDE) project in Myanmar, where UK academics taught Myanmar university faculty about academic professional development, educational practices, and environmental topics. While existing studies primarily focus on the recipients of such training, little has been reported on the experiences of those who offered the training. This paper outlines the scope of the TIDE intervention and offers key reflections from the UK educators on their teaching and learning experiences in this transnational context.