Teaching and Learning Within UK-China Transnational Education in Hainan Province, China: Critical Reflections on Opportunities and Challenges for Flying Faculty in Public Health

Le résumé fourni par la source

In the context of the internationalisation of UK higher education, there has been a significant increase in the establishment of collaborative degree programmes between UK-based universities and overseas institutions, with partnerships in China emerging as particularly prominent. This paper employs a critically reflective approach to examine the experiences of “flying faculty” academics who temporarily teach abroad, drawing on self-reflection, student feedback, and colleagues’ insights. Using the authors’ delivery of the MSc Public Health modules in Hainan, China as a case study, the paper explores both the opportunities and complexities inherent in transnational education. From a public health perspective, such international engagements raise important questions about the adaptability of pedagogical practices, cultural competence and equitable access to quality education. A significant emphasis is placed on adapting public health pedagogy to unfamiliar and potentially sensitive socio-political and cultural contexts, such as those encountered in transnational education (TNE) settings in China, where topics such as health equity, governance and systems critique must be navigated with careful consideration of local norms and regulatory frameworks. Navigating these sensitivities is further complicated by academic freedom limitations, differing institutional expectations and the need for culturally appropriate approaches to experiential learning. We highlight potential strategies to mitigate these barriers, such as collaborative approach and greater institutional support mechanisms. Ultimately, faculty with direct experience in international teaching contexts are well positioned to contribute meaningfully to the globalisation of higher education curricula, fostering culturally responsive and inclusive teaching practices that resonate with global public health education priorities.

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