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Improving learning and teaching in transnational education: can communities of practice help?

This article builds on the key findings of the UK Higher Education Academy study Transnational Education Learning and Teaching to explore the way in which Wenger’s characteristics of communities of practice could help provide a theoretical framework for improving communication and creating more effective transnational education (TNE) partnerships. It argues that working towards the development of communities of practice, promoting a focus on the quality of the relationship between partners for the enhancement of practice, could be used to raise the quality of learning experiences for students. A focus on the process of developing collaborative partnerships rather than concentrating merely on the TNE product is promoted through this discussion. It thus argues that TNE processes could be improved through joint enterprise in order to develop the TNE product together; mutual engagement to promote shared responsibility for developing the community; and shared repertoire, which highlights the importance of working collaboratively to seek contextually appropriate solutions.