Creating and sustaining collaborative connections : tensions and enabling factors in joint international programme development
The joint development and delivery of co-branded programmes across universities and countries promises enhanced visibility for partnering institutions, stimulating synergistic collegial relationships for teachers, and expanded opportunities for students to access a wider range of courses enhanced by...
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creator | Joughin, Gordon Bearman, Margaret Boud, David Lockyer, Joan Adachi, Chie |
description | The joint development and delivery of co-branded programmes across universities and countries promises enhanced visibility for partnering institutions, stimulating synergistic collegial relationships for teachers, and expanded
opportunities for students to access a wider range of courses enhanced by a broader range of international expertise. At the same time, the development of such programmes is potentially fraught with difficult logistical, interpersonal,
organisational and managerial challenges. A growing literature from fields of inquiry outside higher education has begun to address these challenges. This literature offers useful guidance to higher education practitioners and
researchers in appreciating the range of factors involved in significant collaborations across institutional and national boundaries, identifying issues that commonly arise in such work and considering ways of accommodating these factors
and issues in order to navigate the complexities of international collaboration in programme development. Data from a case study of such programme development across two universities on different continents, one in the UK and one in
Australia, are used to identify critical factors to be taken into account. These factors, considered in the context of inter-institutional collaboration literature, provide the basis of a framework for joint international programme
development which explicates each factor and the relationships between them in order to guide future collaborations. A common collaborative space that enables such joint work to occur despite inevitable differences between the parties is
a central part of this framework. [Author abstract] |
doi_str_mv | 10.1007/s10734-021-00802-8 |
format | Article |
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opportunities for students to access a wider range of courses enhanced by a broader range of international expertise. At the same time, the development of such programmes is potentially fraught with difficult logistical, interpersonal,
organisational and managerial challenges. A growing literature from fields of inquiry outside higher education has begun to address these challenges. This literature offers useful guidance to higher education practitioners and
researchers in appreciating the range of factors involved in significant collaborations across institutional and national boundaries, identifying issues that commonly arise in such work and considering ways of accommodating these factors
and issues in order to navigate the complexities of international collaboration in programme development. Data from a case study of such programme development across two universities on different continents, one in the UK and one in
Australia, are used to identify critical factors to be taken into account. These factors, considered in the context of inter-institutional collaboration literature, provide the basis of a framework for joint international programme
development which explicates each factor and the relationships between them in order to guide future collaborations. A common collaborative space that enables such joint work to occur despite inevitable differences between the parties is
a central part of this framework. [Author abstract]</description><identifier>ISSN: 0018-1560</identifier><identifier>EISSN: 1573-174X</identifier><identifier>DOI: 10.1007/s10734-021-00802-8</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Australia ; Case studies ; Collaboration ; Cooperation ; Cooperative programs ; Education ; Education, Higher ; Foreign Countries ; Group work in education ; Higher Education ; Institutional cooperation ; International aspects ; International collaboration ; International cooperation ; International Programs ; Literary criticism ; Methods ; Program Development ; Student teacher relationship ; Teachers ; Team learning approach in education ; United Kingdom ; Universities ; Universities and colleges ; University administration ; Visibility</subject><ispartof>Higher education, 2022-10, Vol.84 (4), p.827-844</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021</rights><rights>COPYRIGHT 2022 Springer</rights><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c534t-b9e80181c5e0b9d465788830e7740d306cebdec50edeb948778e216dc0c343983</citedby><cites>FETCH-LOGICAL-c534t-b9e80181c5e0b9d465788830e7740d306cebdec50edeb948778e216dc0c343983</cites><orcidid>0000-0001-8112-415X ; 0000-0002-1910-5609 ; 0000-0002-6883-2722 ; 0000-0002-7743-3248 ; 0000-0002-6862-9871</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10734-021-00802-8$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10734-021-00802-8$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,27865,27923,27924,41487,42556,51318</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1349270$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Joughin, Gordon</creatorcontrib><creatorcontrib>Bearman, Margaret</creatorcontrib><creatorcontrib>Boud, David</creatorcontrib><creatorcontrib>Lockyer, Joan</creatorcontrib><creatorcontrib>Adachi, Chie</creatorcontrib><title>Creating and sustaining collaborative connections : tensions and enabling factors in joint international programme development</title><title>Higher education</title><addtitle>High Educ</addtitle><description>The joint development and delivery of co-branded programmes across universities and countries promises enhanced visibility for partnering institutions, stimulating synergistic collegial relationships for teachers, and expanded
opportunities for students to access a wider range of courses enhanced by a broader range of international expertise. At the same time, the development of such programmes is potentially fraught with difficult logistical, interpersonal,
organisational and managerial challenges. A growing literature from fields of inquiry outside higher education has begun to address these challenges. This literature offers useful guidance to higher education practitioners and
researchers in appreciating the range of factors involved in significant collaborations across institutional and national boundaries, identifying issues that commonly arise in such work and considering ways of accommodating these factors
and issues in order to navigate the complexities of international collaboration in programme development. Data from a case study of such programme development across two universities on different continents, one in the UK and one in
Australia, are used to identify critical factors to be taken into account. These factors, considered in the context of inter-institutional collaboration literature, provide the basis of a framework for joint international programme
development which explicates each factor and the relationships between them in order to guide future collaborations. A common collaborative space that enables such joint work to occur despite inevitable differences between the parties is
a central part of this framework. [Author abstract]</description><subject>Australia</subject><subject>Case studies</subject><subject>Collaboration</subject><subject>Cooperation</subject><subject>Cooperative programs</subject><subject>Education</subject><subject>Education, Higher</subject><subject>Foreign Countries</subject><subject>Group work in education</subject><subject>Higher Education</subject><subject>Institutional cooperation</subject><subject>International aspects</subject><subject>International collaboration</subject><subject>International cooperation</subject><subject>International Programs</subject><subject>Literary criticism</subject><subject>Methods</subject><subject>Program Development</subject><subject>Student teacher relationship</subject><subject>Teachers</subject><subject>Team learning approach in education</subject><subject>United Kingdom</subject><subject>Universities</subject><subject>Universities and colleges</subject><subject>University 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Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Joughin, Gordon</au><au>Bearman, Margaret</au><au>Boud, David</au><au>Lockyer, Joan</au><au>Adachi, Chie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1349270</ericid><atitle>Creating and sustaining collaborative connections : tensions and enabling factors in joint international programme development</atitle><jtitle>Higher education</jtitle><stitle>High Educ</stitle><date>2022-10-01</date><risdate>2022</risdate><volume>84</volume><issue>4</issue><spage>827</spage><epage>844</epage><pages>827-844</pages><issn>0018-1560</issn><eissn>1573-174X</eissn><abstract>The joint development and delivery of co-branded programmes across universities and countries promises enhanced visibility for partnering institutions, stimulating synergistic collegial relationships for teachers, and expanded
opportunities for students to access a wider range of courses enhanced by a broader range of international expertise. At the same time, the development of such programmes is potentially fraught with difficult logistical, interpersonal,
organisational and managerial challenges. A growing literature from fields of inquiry outside higher education has begun to address these challenges. This literature offers useful guidance to higher education practitioners and
researchers in appreciating the range of factors involved in significant collaborations across institutional and national boundaries, identifying issues that commonly arise in such work and considering ways of accommodating these factors
and issues in order to navigate the complexities of international collaboration in programme development. Data from a case study of such programme development across two universities on different continents, one in the UK and one in
Australia, are used to identify critical factors to be taken into account. These factors, considered in the context of inter-institutional collaboration literature, provide the basis of a framework for joint international programme
development which explicates each factor and the relationships between them in order to guide future collaborations. A common collaborative space that enables such joint work to occur despite inevitable differences between the parties is
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source | PAIS Index; EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
subjects | Australia Case studies Collaboration Cooperation Cooperative programs Education Education, Higher Foreign Countries Group work in education Higher Education Institutional cooperation International aspects International collaboration International cooperation International Programs Literary criticism Methods Program Development Student teacher relationship Teachers Team learning approach in education United Kingdom Universities Universities and colleges University administration Visibility |
title | Creating and sustaining collaborative connections : tensions and enabling factors in joint international programme development |
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