Transnational higher education (TNHE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, has seen exponential development over the last decade. In addition to the increase in students engaged in TNHE across the globe, the involvement of university teachers in TNHE has also risen in response to the demand for this form of international education. Although research into transnational education has doubled since 2006, there is a paucity of research focusing on transnational teacher education, especially outside of North America. The global nature and scope of the expansion of TNHE remains underexplored, and the ways in which different countries are realising TNHE provision is little understood. This book explores the experiences and perceptions of teachers in transnational higher education, interrogating the ways in which university teachers negotiate cultural, linguistic, and disciplinary contexts in order to provide transformative learning experiences for their students. This book was originally published as a special issue of the Journal of Education for Teaching.

Transnational higher education (TNHE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, has seen exponential development over the last decade. In addition to the increase in students engaged in TNHE across the globe, the involvement of university teachers in TNHE has also risen in response to the demand for this form of international education. Although research into transnational education has doubled since 2006, there is a paucity of research focusing on transnational teacher education, especially outside of North America. The global nature and scope of the expansion of TNHE remains underexplored, and the ways in which different countries are realising TNHE provision is little understood. This book explores the experiences and perceptions of teachers in transnational higher education, interrogating the ways in which university teachers negotiate cultural, linguistic, and disciplinary contexts in order to provide transformative learning experiences for their students. This book was originally published as a special issue of the Journal of Education for Teaching.

Transnational higher education (TNHE), where students study on a ‘foreign’ degree programme whilst remaining in their home country, has seen exponential development over the last decade. In addition to the increase in students engaged in TNHE across the globe, the involvement of university teachers in TNHE has also risen in response to the demand for this form of international education. Although research into transnational education has doubled since 2006, there is a paucity of research focusing on transnational teacher education, especially outside of North America. The global nature and scope of the expansion of TNHE remains underexplored, and the ways in which different countries are realising TNHE provision is little understood. This book explores the experiences and perceptions of teachers in transnational higher education, interrogating the ways in which university teachers negotiate cultural, linguistic, and disciplinary contexts in order to provide transformative learning experiences for their students. This book was originally published as a special issue of the Journal of Education for Teaching.