Intercultural dialogue: Experiences of developing and piloting a UK-based ‘community of practice’ doctoral supervisor development programme in transnational higher education

The UN Sustainable Development Goals (SDGs) can address major social and environmental challenges or ‘wicked problems’ including poverty and education for all (Alexander et al. 2020). Transnational Higher Education (TNHE) contributes towards the SDGs; through grants for international higher education partnerships delivering UK HE courses and postgraduate provision (British Council, 2020; 2023). TNHE remains a high priority, due to the value to the UK economy (Illeva et al. 2022). However, debates surround the neo-colonial aspects of TNHE program development and there are communication challenges, cultural differences, and power (Wilkins and Juusola, 2018; Compton and Alsford, 2022; Keay 2014). TNHE has different definitions including UK degree programmes delivered by ‘flying faculty’ or professional development programmes (Westphal & Ilieva, 2022; Compton and Alsford, 2020) and our interest is the latter. TNHE is an under-researched area around student perceptions (Liu et al. 2013). More research is needed around developing professional development when trying to fuse cultures and practices (Kendall et al, 2020). This paper provides insights around developing and piloting a UK accredited doctoral supervisor professional development programme in TNHE contexts using UK staff having facilitated conversations through communities of practice (CoPs).