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There is a lack of knowledge transfer regarding administrative challenges and interpersonal experiences of participatory research designs. Aside from the question of whether the research is valid, researchers often have to answer questions regarding the process itself: how did it actually work? The mystery thickens when research and collaborative structures take place beyond and across national and/or cultural borders. Research traditions differ and diverse academic socialisation backgrounds can take a long time to decode. Participatory approaches are still the exception, and in certain research communities they may even be rather exotic. The set-up of collaborative structures and approaches to the field enables or hinders participatory approaches that have proven key in realising inclusive education. This chapter aims to provide thoughts on and insights into the importance, opportunities, and possible pitfalls of planning participatory research across national and cultural borders. It glimpses behind the scenes of mere research procedures to better understand the challenges and explain the opportunities that come with participatory approaches in international contexts.

The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias.

This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education.

These two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the “business-as-usual” geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world’s future researchers.

Applying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation.

This study applies Santos’ ideas about “the sociologies of emergence” in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.

The primary research question in this study concerns the establishment of a platform for intercultural collaborative lesson study, which promotes reciprocal dialogue between culturally distinctive educational research groups. Therefore, this study aims to introduce a case of intercultural collaborative lesson study projects between Hiroshima University and Leipzig University and to illustrate the issues in intercultural collaborative lesson study.

This study reconstructed the sequence of the project as a case under the narrative structure. Data were retrieved from a collaborative project between Hiroshima University and Leipzig University, which corresponds to the theoretical framework, as they represent a clear cultural contrast. The description of the project is reconstructed and reduced into a linear storyline of procedure.

This study identifies three key issues: (1) sharing data and culture, (2) visualising methodology and process, and (3) responding to research questions and answers.

This platform does require one cultural group neither throwing their own norms away nor creating an utterly new paradigm beyond their own cultures. It is a place “between” original places that enables groups to capture their own culture and another culture, which does not compel to change but effectively allows reflection and changing themselves.

Although several transcultural reports find that one cultural asset is imported and exported, the arena of bi-directional intercultural dialogue remains undeveloped. The collaborative project between Hiroshima and Leipzig is then introduced and examined to overcome the current problems in transnational lesson study.

This paper delineates the proprietary contest developed around a highly valued prestige item: a silver roofed tankard owned by a Romanian, Gabor Roma man.

The author applies “methodological fetishism” (Appadurai, 1986, p. 5), the perspective of things-in-motion, as well as the biographic method to interpret data collected during 31.5 months of multi-sited anthropological fieldwork carried out in the Transylvanian Gabor and Cărhar Roma groups.

As the tankard in question crossed the borders of three Transylvanian Roma groups, and thus went through the processes of de- and re-contextualization three times, it is characterized by a transethnic/transcultural biography. This paper pays special attention to the agency associated with the tankard (the social and economic practices, processes and emotions it caused or influenced), the transformations concerning its symbolic properties, and its movement between various social contexts and value regimes. Furthermore, it examines how the analysis of these issues contributes to a deeper understanding of prestige relations and consumption, morality and business ethics, and measures of success in two Transylvanian Roma groups.

This paper reveals how subjects create, manipulate, and represent their identities, and social and economic differences through the construction of commodity biographies and ownership histories interpreted as symbolic pantheons. By combining the terms of Marcus (1995) and Fowles (2006), it argues that analyses based on multi-sited fieldwork focusing on commodities crossing cultural or social boundaries, and their transnational/transcultural biographies, should be defined as multi-sited commodity ethnographies.

The purpose of this paper is to explain, in the context of the massification and internationalisation of higher education, how Web 2.0 and its socially oriented knowledge system (episteme) has the potential to counter the current neo‐colonial disprivileging of non‐mainstream knowledge systems and discourses.

The paper, drawing on postcolonial, epistemological, and Web 2.0 learning literatures, first deconstructs the continued dominance of the traditional academic discourse in transcultural settings. It then illustrates how Web 2.0's non‐foundational approach to the nature of knowledge gives it the capacity to construct postcolonial transcultural learning zones that are inherently open to other knowledge systems and discourses.

The paper concludes that the socially oriented knowledge system or episteme of Web 2.0 enables educators to create postcolonial, meaning more epistemically inclusive, transcultural learning zones in which no one knowledge system or discourse is automatically privileged.

The paper highlights the role Web 2.0 can play in negating the colonialising impact of dominant educational practices that disprivilege non mainstream knowledge systems and discourses that have entered university learning environments through massification and internationalisation.

The paper addresses a significant gap in the literature by highlighting the pivotal but much neglected role of epistemology in Web 2.0 as well as in the internationalisation and massification of higher education. More specifically, it indicates how the respectful acceptance of different knowledge systems and discourses can create postcolonial architectures of learning and promote a more egalitarian form of cosmopolitanism.

This paper aims to conceptualise a framework of “transnational human resource management” (HRM) and to demonstrate the validity of the model.

Evidence is drawn from survey of 93 large Japanese multinational companies (MNCs). Data are analysed through descriptive statistics, hierarchical multiple regression analyses and mediation effect analyses.

The analysis reveals that the practices for normative and systems integration are associated with increasing levels of social capital and geocentric staffing, respectively, and the social capital and geocentric staffing fully mediate the relationship between normative and systems integration and transnationality.

The research extends the integration theory in international HRM and demonstrates the validity of our framework for transnational HRM. The authors also shed light on the reality of the integration aspects of international HRM in Japanese MNCs.

Transnational education (TNE), interpreted as the mobility of education programmes and providers between countries, has grown exponentially as a worldwide phenomenon in recent years. Higher education institutions (HEIs) have mainly used such opportunities to internationalise their degrees and programmes, and have paid scant attention on preparing academics to teach cross-culturally. As a result, academics being at the coalface of teaching and learning often feel under-informed, under-supported, underprepared and under-confident when it comes to cross-cultural teaching, suggesting that universities have largely failed to prepare their academic faculty members to face the challenges of internationalisation. This is particularly important for new and young players such as the post-92 universities in the UK. However, such institutions have largely been ignored by the previous research in this area. Reverting the research focus on young HEIs, the purpose of this paper is to highlight the importance of preparing faculty staff members in the context of a post-92 university in the UK, to teach cross-culturally at partner institutions via the TNE route.

The paper adopts Deardorff’s intercultural competency process model to develop a framework (focussing on three core elements of knowledge, skills and attitudes) that could help the academic staff members to prepare for teaching internationally. The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers.

As the post-92 university in focus, like its counterparts, continues to proliferate its degrees and programmes through the TNE route, academics who are tasked with transnational teaching have an increased responsibility to develop the competencies required to work with learners from diversified cultural backgrounds. However, there has been less interest at university or faculty level in ensuring that academic faculty members who teach in transnational context are prepared for the specific rigours of transnational teaching.

The research findings have broader implications at individual, organisational and industry-level for individual academic faculty members to progress further in their career, HEIs to improve the quality of training programmes and policies and the HE industry to adjust the strategy towards internationalisation.

In the absence of any formally structured training, the paper proposes pre-departure informal training workshops/seminars conducted by seasoned academics at faculty, school or department level to help new academics transform their knowledge, skills and attitudes in order to facilitate positive interactions with students in a cross-cultural teaching environment. Although the focus is on one post-92 university; however, the proposed framework could be adopted across HEIs worldwide.

The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Informed by the best practices, the paper also discusses the implication of intercultural competencies for cross-cultural teaching.

Quality assurance is a key concern in higher education, which is more complex in offshore transnational education (TNE), compared to onshore provision of education service. However, higher education quality assurance is an established research domain; there is very limited work on the efficacy of industry-based total quality management (TQM) considerations to uphold quality in higher education, particularly in TNE. From this context, the purpose of this paper is to develop new insights in this under-researched area.

An inductive constructivist approach is followed to analyse extant scholarly views in relevant disciplinary areas to develop new insights, in relation to the significance of industry-based TQM in TNEs’ quality assurance.

Stakeholder orientation is recognised, as a significant consideration to uphold quality in TNE. Different stakeholders are identified, who would have substantial influence on TNEs’ TQM. How these stakeholders could influence the TQM process is clarified. Some empirical insights are also developed, in support of the arguments of the paper.

These insights will be useful for education administrators to better align their stakeholder relationships to underpin TQM. Academics will be able to use these insights as a basis for future research towards the significance of industry-based TQM in higher education.

Based on a stakeholder-focussed TNE TQM model, the findings represent an innovative strategic direction towards a better understanding of the significance of stakeholder relationships, pertaining to TQM in the contemporary higher education system.

This chapter is based on a self-study of teacher education practices (S-STEP) project that explored the pedagogical practices of a teacher educator and the impact of such practices on a teacher candidate engaged in the process of becoming a translingual teacher. This S-STEP study includes David, a professor in a teacher education program in the greater New York City metropolitan area, and Mary, a teacher candidate enrolled in the program. The purpose of the study was to discover how different class activities influenced the philosophical and pedagogical views of one teacher candidate in the program. The following are the two research questions of the study:

1. How did the class experiences that a teacher education professor, David, designed help teacher candidates conceptualize translingual approach to language and literacy development?

2. How did a monolingual teacher candidate, Mary, develop her role as a translingual English teacher through the completion of these experiences?

How did the class experiences that a teacher education professor, David, designed help teacher candidates conceptualize translingual approach to language and literacy development?

How did a monolingual teacher candidate, Mary, develop her role as a translingual English teacher through the completion of these experiences?

The findings of this S-STEP project demonstrate that the Sociocultural Reflection, the Community Study, and the Linguistic Landscape fostered a translingual approach to language and literacy in the classroom. Moreover, the findings suggest that upon the completion of the projects, one teacher education candidate was able to better define translingualism as a phenomenon of study, ideology, and pedagogy.

Since this investigation is based on a S-STEP project of a single teacher educator and a single teacher candidate, more research with larger populations is needed. Practical implications for teacher educators and teacher candidates in other settings are explored.