Abstract
ABSTRACT Establishing international branch campuses (IBCs) has become one of the key strategies to facilitate the internationalisation of higher education. Researching IBC-related issues (e.g. student experiences, teaching practices, policy and governance) has also become a popular topic in international higher education. However, few studies have explored students’ identity formation in the IBC context. This qualitative study explores mainland Chinese students’ identity formation process in Hong Kong institutions’ intra-country branch campuses within the Greater Bay Area in mainland China. Drawing upon the notions of situated identity and global-national-local imbrications, this study unveils an intricate and nuanced process of identity development among students influenced by the interplay of global, national, and local factors in such an intra-country IBC context. The findings offer new insights into students’ identity formation in cross-border education. It also enhances understanding of the sustainable development of IBCs and strategies for internationalising higher education in the Greater Bay Area.
Published Version
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