Language, Assessment & Disciplinary Specialism in UK-China TNE Conference
About the conference
Language, assessment and disciplinary specialism in UK-China Transnational Education: a space for collaboration
Thursday 30th October 2025, University of Leeds
This conference has now taken place. Thank you to all who attended.
This one day conference, delivered in a hybrid format for in-person or online participation, brought together content and language specialists working in transnational education (TNE), particularly in UK-China settings. It explored the intersection of language, assessment and disciplinary specialism, especially in English Medium (EMI) contexts.
Designed to appeal to both researchers and practitioners working in TNE settings, the conference was also of interest to those engaged in assessment literacy or the integration of language and disciplinary knowledge in higher education.
The key theme of the conference was collaboration, and the presentations were grouped into three broad topics:
- integrative TNE curriculum design
- collaborative TNE practices
- Assessment Literacy in TNE contexts
The programme featured keynote and invited presentations from leading experts in the field, alongside a series of parallel sessions comprising talks and workshops. Delegates were welcomed to participate either in-person in Leeds or online from around the world.
The conference was funded by the Enabling collaborative academic development, research & entrepreneurship (eCADRE) across UK-China TNE project, which was supported by a “Going Global Partnerships - Enabling Grants UK-China 2021” grant from the British Council’s Going Global Partnerships programme.
We were pleased to welcome attendees to join us in collaboration, as we shared our experiences and expertise in this rapidly evolving field.
Organising Committee
Jen McDougall, University of Glasgow
Costas Loizou, University of Leeds
Joanne Shiel, University of Leeds
Svetlana Mazhurnaya, University of Reading
Phil Smyth, University of Reading
Liz Wilding, University of Reading