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The TRANSABE-EDU is a one-year project funded by the British Council’s Transnational Education (TNE) Fund. It is a collaboration between Northumbria University (UK) with Galala University (Egypt) to co-create a transdisciplinary Master’s in Sustainable Design and the Built Environment. As part of the UK-Egypt TNE initiative, this grant enables joint benchmarking of global best practices, binational workshops to capture social, economic, academic, and cultural needs, and iterative curriculum mapping to align competencies, modules, and assessments.
Purpose of the Project
Purpose of the Project
The goal of the project is to develop a robust teaching and collaboration model, along with a specialised MSc suite, to contribute towards UK and Egyptian master’s, and professional qualifications in architecture and built environment. Galala University, inaugurated in 2020 as a new National University, is expected to mark a significant milestone with the graduation of its inaugural class in Architecture in 2025. In line with its commitment to academic excellence, the university has embarked on a progressive initiative for the academic year 2023-2024 by the establishment of a dedicated Graduate Studies Office. This strategic move aims to lay the foundation for the development of cutting-edge MSc and PhD programmes.
This proposal is interwoven into the university's forward-thinking vision. It stands as a key contributor to the establishment of the envisioned MSc suite, which is poised to enrich the academic landscape and empower graduating students with advanced knowledge and specialised skills by the target year of 2025. In aligning with the university's commitment to academic innovation, the proposal seeks to play a key role in shaping the trajectory of graduate studies at Galala University.
Project Objectives
Project Objectives
Develop an inclusive trans-disciplinary teaching model aligned with UK and Egyptian qualification frameworks to address challenges in master's programmes that integrate global and local perspectives, fostering cultural sensitivity and overcoming language proficiency issues.
Create a specialised MSC suite focusing on key areas like Retrofitting and Adaptive Re-Use, Heritage Conservation, Global Urbanism, Sustainability and Resilience, Spatial Analysis and Design for Health and Well-being that target global challenges in the built environment, ensuring graduates are equipped to address diverse issues in both local and global architectural landscapes.
Develop and sustain platforms that actively promote ongoing collaboration between staff and students from the UK and Egypt such as establishing joint research projects, collaborative design studios to facilitate robust knowledge exchange and interdisciplinary engagement.
Integrate virtual learning with interactive online learning modules and leverage emerging technologies to elevate the learning experience, providing students with hands-on, future-oriented skills to address language constraints and resource limitations and develop practical skills globally.
Design a sustainable partnership model for enduring impact beyond the grant period, including establishing a structured framework for continued collaboration, defining roles and responsibilities, and fostering mutual benefits for both UK and Egyptian institutions.
Methodology & Phases
Methodology & Phases
The project unfolds through a structured four-phase research process aimed at developing robust, context-sensitive Transnational Education (TNE) programmes. It progresses from foundational research and benchmarking to stakeholder engagement, programme design, and comprehensive dissemination, ensuring both rigour and relevance.
Conduct extensive research on existing teaching and collaboration models in the field of Architecture and Built Environment globally.
Benchmark successful Trans-National Education (TNE) initiatives, focusing on pedagogical approaches, cross-cultural considerations, and collaborative frameworks.
Analyse and document best practices, identifying key elements that align with the goals of the proposed teaching model and its underlying content.
Determine the distinct requirements, expectations, and qualification criteria for master's programmes and professional association certifications in the targeted fields, informed by enrolment statistics.
Conduct workshops (one online and one in person) involving staff, students, industry professionals, and validation bodies in both the UK and Egypt. Workshops will be structured to gather comprehensive insights.
A detailed plan for integrating feedback from workshops and stakeholder interactions into the design and development of the teaching model will be implemented.
Feedback mechanisms, such as surveys and structured discussions, will be employed to ensure a thorough understanding of specific needs, expectations, and qualification requirements.
Regular communication channels with academic experts will be established to facilitate ongoing engagement, allowing for dynamic adjustments based on evolving stakeholder perspectives.
Analyse the qualification frameworks in both countries to ensure alignment with educational standards and professional associations.
Through an online workshop, develop a detailed curriculum map that encompasses core competencies, clearly outlining the essential skills and knowledge students are to acquire throughout the programme.
Learning outcomes for each module will be explicitly defined, detailing the specific knowledge, abilities, and attitudes that students should attain by the end of each segment.
Assessment criteria will be established to evaluate student performance, ensuring a comprehensive and transparent evaluation process aligned with the learning objectives.
Compile comprehensive insights, methodologies, and findings into a final project report. This document would encapsulate the project's journey, challenges, successes, and key contributions.
Create an accessible project platform, a dedicated website that serves as an online repository and collaborative platform.
Disseminate the developed MSc Suite curriculum, detailing its structure, modules, and innovative aspects through presentations at dedicated sessions in the Project Seminar to convey the educational advancements achieved through the project.
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