Transnational Higher E ducation Networks for Learning and Teaching (TNLTs) in Geography

1. Transnational Higher Education Networks for Learning andTeaching (TNLTs) in Geography Dr Kelly Wakefield

2. Contents • 1. Context • 2. Research aims • 3. Methodology • 4. Motivations to participate • 5. Conclusion

4. 1. Context…cont. Geographical locations of IGU-CGE organisers and participants

5. 1. Context…cont. Geographical locations of CGB organisers and participants

6. 1. Context…cont. Geographical locations of Herodot organisers and participants

7. 1. Context…cont.

8. 1. Context…cont. • Little research on social networks and networking practices (Larson et al, 2006) • Movement of people long distance in a work context has been neglected • Little literature on non-student centred learning and teaching • Not optimistic that online social networking will help the ‘periphery’ make international contacts (Gibbons et al, 1994)

9. 1. Context…cont. • Decrease in primary interest in teaching since 1992 • 9% increase in primary interest and time spent in research since 1992 • Comparatively fewer UK academics reported a primary interest in teaching compared with international peers Source: Locke (2007) The changing academic profession in the UK and beyond, Centre for Higher Education Research and Information

10. 2. Research aims • How is knowledge about learning and teaching exchanged within TNLTs? • How are technologies used to facilitate this exchange? • Motivations to participate • Experiences of participation • Outcomes of participation • The role that technology plays in facilitating

11. 3. Methodology • Grounded Theory approach • Mixed method • 134 questionnaires • Self-administered • Online • 40 semi-structured interviews • Face-to-face • Online Skype

12. 3. Methodology…cont. Geographical locations of interview respondents

13. 3. Methodology…cont. Geographical locations of questionnairerespondents

14. 4. Motivations to participate • Intrinsic interest in learning and teaching • Enhancing scholarship • Teaching resources • Sharing information • New ideas and innovation • Networking • International linkages • Access to the ‘core’ and ’periphery’ • Publication and promotion • International collaboration • Career advancement

15. 4. First motivation • Intrinsic interest in learning and teaching • Enhancing scholarship • Teaching resources • Sharing information • New ideas and innovation

16. 4. First motivation…cont. General networking 76 % 44 n=117

17. 4. First motivation…cont. Exchange of teaching resources 76 % 33 n=117

18. 4. First motivation…cont. Keep updated 74 % 34 n=117

19. 4. First motivation…cont. Share ideas 87 % 36 n=117

20. 4. First motivation…cont. General networking Exchange of teaching resources Keep updated Share ideas

21. 4. First motivation…cont. • Intrinsic interest in learning and teaching • Common variable of geographical location • Motivated to share and exchange rather than just one-way learning

22. 4. Second motivation • Networking • International linkages • Access to the ‘core’ and ’periphery’

23. 4. Second motivation…cont. • ‘You can get an international dimension talking to and meeting up with like-minded individuals who are interested in learning and teaching’ (Q82) • ‘For many years I have been thinking to connect and organise an international rather than national dimension between geographical educators’ (Q84)

24. 4. Second motivation…cont. • ‘Well, in fact, during my research work in Chile I had the opportunity to contact [TNLT organiser] to work in USA on [TNLT project]’ (I26) • ‘I make friends with other geographers in [English speaking] country through [TNLT]. They contacted me about co-operation working between my department and their department. They visited my department and asked my department to help their students when they go to [country] for field trip and can exchange lecturers’ (I17)

25. 4. Third motivation • Publication and promotion • International collaboration • Career advancement

26. 4. Third motivation…cont. • ‘It looked from the start like an exciting initiative, I expected also that the [TNLT] would open up opportunities for collaborative research and publication’ (Q70) • ‘For my own selfish career development, was I guess the main motivation in that thinking, at [university] there are different routes to professor and I’m a principal lecturer at the top of my scale and so the next obvious move for me is to move to professor. One of the routes is the learning and teaching route and so you have to provide evidence of lots of things you have done, so things like having an international reputation’ (Q117)

27. 5. Conclusion • Geographical location makes a difference to motivation • Problematises the ‘core’ and ‘periphery’ debate as native English-speaking geographers seek non-native English speakers to collaborate with • An intrinsic interest in learning and teaching is not the only motivation