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

Everitt, Julia and Cui, Vanessa and Thomson, Kate and Nguyen, Thi Thu Trang and Thu, Huong Vu Nhu and Hoai, Min Thai and Vinh, Pham Nguyen Thanh and Tan, Huynh and Lien, To Thi and Thi, Tien Luong and Warsi, Antuni and Widowati, Asri and Triastuti, Anita and Retnawati, Heri and Pham, Thi Thanh Hai (2026) Intercultural dialogue: Experiences of developing and piloting a UK-based ‘community of practice’ doctoral supervisor development programme in transnational higher education. Practice: Contemporary Issues in Practitioner Education. ISSN 2578-3866

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Abstract

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).

Item Type:	Article
Identification Number:	10.1080/25783858.2026.2647737
Dates:	Date Event 16 March 2026 Accepted 4 May 2026 Published Online
Uncontrolled Keywords:	doctoral supervision, professional development; transnational higher education, Vietnam, Indonesia, China, communities of practice
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Law and Social Sciences > Education Life and Health Sciences > Life and Sports Sciences
Depositing User:	Gemma Tonks
Date Deposited:	24 Mar 2026 13:47
Last Modified:	06 Jul 2026 10:43
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16938

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