Engineering across borders: barriers to transnational teaching and research collaboration

Transnational academic collaboration in teaching and research is a cornerstone of knowledge exchange and transfer in higher education. The widespread adoption of digital technologies globally (accelerated by the COVID-19 pandemic), along with financial constraints faced by universities, a growing need for transnational academic collaborations, and shifts in government policies, have brought transnational academic collaborations to the forefront of both governmental and university agendas in the United Kingdom. While the barriers and drivers are broadly covered in the literature and reasonably understood, variations in national, disciplinary, regulatory, and institutional contexts mean that a one-size-fits-all approach is not feasible. Consequently, the barriers to transnational academic collaboration between institutions and across disciplines (such as occupational safety, health, and wellbeing (OSHW) in engineering) between the UK and Egypt remain poorly understood. Using document analysis and group panel discussions with Egyptian industry practitioners, academics and students in Egypt, the reported study explores the barriers to transnational research and teaching collaboration in OSHW in Engineering. The major barriers include cultural and policy differences, curriculum design, lack of resources and differences in interest and attitude between individual and institutions. A significant finding is the attraction to universities in fellow Arab countries due to cultural affinity, which has a causal inference with attitudes and interests. Co-creation of culture curriculum to ensure contextual content is recommended. Also, focusing on shared areas of interest and national country priorities of the international partner are recommended.