Localising Western Transnational Higher Education in the GCC: Instructor Agency, Third Space, and Culturally Relevant and Responsive Teaching and Learning

This study explores the localisation of [w]estern transnational higher education (TNHE) in the Gulf Cooperation Council (GCC) region, focusing on expatriate instructor agency, Third Space theory, and culturally relevant and responsive pedagogies (Gay, 2002; Ladson-Billings, 1995).Grounded in critical theory, it examines how expatriate instructors adapt [w]estern business curricula to reflect the sociocultural realities of learners at an international branch campus in Qatar, framing the TNHE classroom as a Third Space (Bhabha, 2012), a site of hybridity, negotiation, and mutual cultural exchange.A qualitative case study combined a modified lesson study (adapted from Dudley, 2014) with structured autoethnographic vignettes (adapted from Pitard, 2016) to examine curriculum localisation and reflect on instructor identity, agency, and practice in TNHE. The study also drew on the Behavioural Engagement Related to Instruction protocol (Lane and Harris, 2015) and Patel’s (2017) Principles of Global Engagement to assess pedagogical adaptation, student engagement, and the presence of Third Space.Data collected through questionnaires, interviews, lesson artefacts, classroom observations, and instructor and student feedback were thematically analysed. In addition, the Principles of Global Engagement served a reflexive function in combination with the vignettes, illuminating instructor identity, institutional positioning, and curriculum adaptation.Findings indicate that, despite significant institutional constraints, expatriate instructors can foster inclusive, contextually relevant teaching practices. Student engagement improved when lessons incorporated culturally familiar content and interactive strategies, though sustained scaffolding is necessary to reduce reliance on rote memorisation.Building on Jabbar and Hardaker’s (2013) Five Pillars framework, this research contributes a Transnational Teaching and Learning model for implementing a culturally responsive approach to teaching and learning in TNHE. It offers original insights into TNHE scholarship by focusing on under-researched business classrooms, illustrating how instructor reflection and agency can transform [w]estern curricula into more equitable and locally meaningful education.