CC BY 4.0Dockerill, BertieMell, İanNurse, Alex2021-10-092021-10-0920212566-214710.24306/TrAESOP.2021.02.003https://hdl.handle.net/20.500.14235/906https://doi.org/10.24306/TrAESOP.2021.02.003Transactions of the Association of European Schools of Planning; Vol. 5 No. 2 (2021): Changing Contexts for Planning Education; 113-130Increasingly internationalised student cohorts within planning schools offer opportunities to enhance existent student learning, but may also present potential issues, such as language difficulties, cultural disorientation, and the need to assimilate learning styles, internationalise curricula, and varying pedagogic teaching styles, all of which can impact staffing and costs. In 2016 the Department of Planning and Geography at the University of Liverpool obtained a Learning & Teaching (T&L) Award to develop projects examining the potential for a more meaningful learning experience for undergraduate students transitioning to Liverpool from XJTLU – the university’s sister institution in Suzhou, China. This intervention primarily sought to promote complementary understanding of British and Chinese planning at XJTLU and UoL to facilitate improved academic attainment for XJTLU students completing their studies in Liverpool. Evaluating those aspects of the intervention focused on additional contact and one-to-one guidance for students, this paper reflects on this project and develops recommendations on managing the process of student transfer as well as ensuring that the planning discipline integrates “soft skills” more effectively in its teaching.openaccessPlanning pedagogystudent learning and teachingreflective practiceauthentic assessmentUniversity of LiverpoolXi’an Jiaotong-Liverpool Universityarticle113-130