Student agency in pedagogical change in transnational education in Africa

Abstract

The aim of this study is to examine the role of students in pedagogical transformation in African based TNE programmes. The author reflects on his experiences working as a teacher in a TNE context in Ghana. These reflections are triangulated with students’ feedback and experiences of other TNE lecturers in Ghana. Analysis was done thematically. The study shows that African students and guardians have high hopes about TNE programmes.  However, differences in pedagogic cultures between source and host countries sometimes affect desired outcomes. Therefore, institutions exporting education often undertake a transfer of student-centred learning approaches to the host institutions where students are already accustomed to teacher-centred learning cultures. However, student agency appears to be overlooked in the pedagogical change processes. The study outlines reasons why student agency is crucial in the success of pedagogical change in TNE in Africa and recommends approaches to incorporate students.  

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