This study attempts to explore changes in teaching conceptions after a transnational project to introduce new pedagogical methods in Indonesia. The project involved a consortium of European universities as mentors and Indonesian universities as mentees, piloting methods based on a student-centred learning approach. We analysed vignettes from the narratives written by project partners to explore the conceptual change after a significant length of development activities. Such change is influenced by sustaining, neutral, and hindering factors in learning outcome attainment, institutional support, and involvement of other stakeholders in the learning process. These findings may better support transnational collaborative academic development activities.