Exploring flying faculty teaching experiences: motivations, challenges and opportunities

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    43 Citations (Scopus)


    ‘Flying faculty’ models of teaching represent an important aspect of the internationalisation agenda. As short-term sojourners, these overseas visits provide academics with disorientating dilemmas that can stimulate transformational learning. This study explored the impact of flying faculty teachers' experiences on their work, lives and identities and used the Biographical, Narrative, Interpretive Method (BNIM) for both data collection and analysis. The findings provide rich, colourful pen portraits of the motivations for, experiences of, and benefits from teaching overseas. Cross-case analysis highlighted the physical impact of overseas visits; the search for equivalence; relationships with local staff and students; and concerns about internationalisation as a means of income generation as important to the interviewees
    Original languageEnglish
    Pages (from-to)117-134
    JournalStudies in Higher Education
    Issue number1
    Early online date1 Feb 2012
    Publication statusPublished - 2 Jan 2014


    • transnational education
    • internationalisation
    • short-term sojourner
    • Biographical
    • narrative
    • interpretive method
    • transformational learning


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