This paper aims to develop and validate an SECI model (socialization, externalization, combination and internationalization) instrument to assess collaborative teaching quality under the impact of COVID-19 pandemic on transnational education in China. Although Chinese universities responded to this education disruption in emergent response, lockdown due to the COVID-19 brings pandemic pedagogy to transnational higher education. Collaborative teaching responds to this situation by updated practices to tackle pedagogical and contextual differences in transnational education. This research updates Cheng’s 21-item model(2022) by adding information technology utilization and cultural context factors to validate the joint knowledge production. A quantitative questionnaire survey is conducted from 200 tutors who are working in transnational higher education in China. Exploratory factors analysis of the random half sample indicates a four-factor structure, reaffirming SECI model application in transnational education. A confirmatory factor analysis on the other half of sample confirmed this four-factor structure, rating newly items effectiveness. This study finally explored a SECI knowledge-creation model with two new factors discussing of collaborative teaching quality duringCovid-19. It was also found that collaborative teaching management can be linked to on multidimensions of knowledge generation, such as resource exchange, culture and technology.

Authors:
Jing Wang, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
Takaya Yuizono, Japan Advance Institute of Science and Technology, Japan

About the Presenter(s)
Ms Jing Wang is a University Associate Professor/Senior Lecturer at Dalian Polytechnic University in China

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