Student agency in pedagogical change in transnational education in Africa

The aim of this study is to examine the role of students in pedagogical transformation in African based TNE programmes. The author reflects on his experiences working as a teacher in a TNE context in Ghana. These reflections are triangulated with students’ feedback and experiences of other TNE lecturers in Ghana. Analysis was done thematically. The study shows that African students and guardians have high hopes about TNE programmes. However, differences in pedagogic cultures between source and host countries sometimes affect desired outcomes. Therefore, institutions exporting education often undertake a transfer of student-centred learning approaches to the host institutions where students are already accustomed to teacher-centred learning cultures. However, student agency appears to be overlooked in the pedagogical change processes. The study outlines reasons why student agency is crucial in the success of pedagogical change in TNE in Africa and recommends approaches to incorporate students. References Bordogna, C. M. (2018). Transnational higher education partnerships and the role of operational faculty members: Developing an alternative theoretical approach for empirical research. Journal of Studies in International Education, 22(1), 3-19. Bovill, C., Jordan, L., & Watters, N. (2015). Transnational approaches to teaching and learning in higher education: Challenges and possible guiding principles. Teaching in Higher Education, 20(1), 12-23. DOI: 10.1080/13562517.2014.945162 British Council. (2019). Investigating transnational education (TNE) partnerships and the environment of distance learning in higher education institutions in Ghana. Byrne, N. & Butcher, C. (2020). An Introduction to teaching in UK higher education: A Guide for international and transnational teachers. Taylor & Francis Group. Carroll, J. (2014). Tools for teaching in an educationally mobile world, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/lancaster/detail.action?docID=1721038 Clarke, A., Johal, T., Sharp, K. & Quinn, S. (2016). Achieving Equivalence: A transnational curriculum design framework. International Journal for Academic Development, 21(4), 364-376. Keay, J., May, H., & O’Mahony, J. (2014). Improving learning and teaching in transnational education: Can communities of practice help. Journal of Education for Teaching, 40(3), 251-266. DOI: 10.1080/02607476.2014.903025. Naidoo, V. (2015). Transnational higher education: Why it happens and who benefits. International Higher Education, DOI: 10.6017/ihe.2010.58.8466 Naidoo, V. (2009). Transnational higher education: A stocktake of current activity. Journal of Studies in International Education, 13(3), 310-330. DOI: 10.1177/1028315308317938. Nieminen, J. H. & Tuohilampi, L. (2020). Finally studying for myself’: Examining student agency in summative and formative self-assessment models. Assessment & Evaluation in Higher Education, 45(7), 1031-1045. DOI: 10.1080/02602938.2020.1720595 Nnazor, A. I. (2018). A sociological framework for understanding the participation of African higher education institutions in transnational education. Journal of Studies in International Education, 22(5), 454–47. DOI: 10.1177/1028315318786441 Owusu-Agyeman, Y. & Amoakohene, G. (2020). Transnational education delivery in Ghana: Examining the benefits, challenges and future prospects. Policy Reviews in Higher Education, 4(2), 135-163. DOI: 10.1080/23322969.2020.1774408. Owusu-Kumih, O. E., Boateng, F. & Loglo, F. (2019). Increasing demand for transnational education in Ghana: A structural equation analysis of the causation. Cogent Education, 6(1), 1-12. DOI: 10.1080/2331186X.2019.1668705 Poloma, A. W., & Szelényi, K. (2019). Coloniality of knowledge, hybridisation, and indigenous survival: exploring transnational higher education development in Africa from the 1920s to the 1960s. Compare: A Journal of Comparative and International Education, 49(4), 635-653. DOI: 10.1080/03057925.2018.1445962 Schendel, R., McCowan, T., Rolleston, C., Adu-Yeboah, C., Omingo, M., & Tabulawa, R. (2023). Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective ‘teaching culture', Teaching in Higher Education, 28(4). 717-738. DOI: 10.1080/13562517.2020.1852204. Tabulawa, R. (2013). Teaching and learning in context: Why pedagogical reforms fail in Sub-Saharan Africa. CODESRIA. Tran, L. T., Le, T. T. T., Phan, H. L. T., & Pham, A. (2021). ‘Induction and off you go’: Professional development for teachers in transnational education. Oxford Review of Education, 47(4), 529-547. DOI: 10.1080/03054985.2020.1867524.