Development Of Transnational Higher Education Research Articles

Leading Educational Change: A Study of the Impact of Transnational University on China's Higher Education Reform

This study investigates the external impacts derived from the development of Transnational Higher Education (TNHE) in China and how the impacts have driven individual practitioners and Chinese higher education institutions to promote China’s Higher Education (HE) reform through the lens of individual learning and organizational learning. This study interviewed nine research participants from Chinese universities by employing a qualitative case-study focusing on the experiences of a Sino-foreign cooperative university in China. It examined various institutional documents to uncover the impacts and how they have been exerted. The findings indicate that TNHE can contribute to the transformational changes of the HE sector through exerting influences on individual cognition, which further triggers individual behavioural changes, and the aggregated individual change agent’s initiatives lead to organizational cultural shift as an institutional response to social calls for changes. This process of impacts is an interactive, dynamic and continuous organizational learning process, which relies on both Chinese participants and TNHE universities to take intentional initiatives.

China’s Regulatory Framework for Transnational Higher Education: Development, Impacts, and Rationales

China’s regulatory framework for transnational higher education (TNHE) is important for foreign higher education institutions (HEIs) to access the Chinese education market and for TNHE to operate in China. First, this research synthesizes China’s regulatory framework for TNHE. Second, through documentary analysis, this research examines policy development and its impacts on TNHE. Third, through institutional logics analysis, this research analyzes the rationales for policy development. It finds that the development of TNHE is driven by China’s development demands, the forces of social demands, and the challenges of globalization. China is expanding its openness to education by allowing for-profit, foreign majority-owned, and wholly foreign-owned HEIs and granting them legal status and more autonomy. TNHE is transiting from quantity to quality, China has established a quality assurance system. In the meantime, the development of TNHE is restricted by China’s concerns on national educational sovereignty. China always emphasizes its educational sovereignty and social values. This suggests that China aims to utilize TNHE to serve its development while guaranteeing its educational sovereignty and social values.

The Impact of Neoliberalism on Transnational Higher Education in China

Neoliberalism is a set of political, economic, cultural and social force. Its theory emphasizes efficiency and believes that efficiency can be best achieved in the “free market” with minimal government regulations. Transnational higher education (TNHE) development is an important impact that neoliberalism has on higher education in China. This article discusses some issues and problems that currently exist in TNHE by analyzing the context that helped the emergence and development of TNHE in China. The author’s thinking on how the TNHE in China should face the challenges in the process of globalization is also provided in the article.

UNESCO'S MISSION IN THE DEVELOPMENT OF TRANSNATIONAL HIGHER EDUCATION

The article is devoted to the characterization of the constitutive influence of UNESCO on the transnational higher education formation at the end of the XX - the beginning of the XXI century, in particu-lar, to substantiate strategies for its development and quality assurance at the global and regional levels. Based on the study of a wide source base, UNESCO's role in the development of transnational higher educa-tion is uncovered though it has been firmly included in the structure of the international relations system in the field of internationalization of higher education as the institution of global educational policy of global scale. It is revealed that the main directions of the international organization’s activity in the development of transnational higher education are: statistical data collection and classification; harmonization of the termi-nology apparatus; deepening knowledge of transnational higher education issues; development of recom-mendations for the transnational higher education management, ensuring its quality; creation of infor-mation exchange centers; forecasting and developing strategies for its development. It was established that on the international level, on the basis of the method of open coordination, the leading institutions of global regulation of education development have agreed and adopted normative documents on the quality assur-ance of transnational higher education, the unifying characteristics of which are: the basic principle of mu-tual trust between countries and respect for the diversity of higher education systems; quality management of transnational educational services; ensuring the detection of dishonest providers; recommendation focus on the activities of stakeholders: government, higher education institutions, educational services providers, student organizations, quality assurance and accreditation institutions, institutions for recognition of quali-fications and diplomas, professional associations of teachers, researchers, etc.

Higher education governance and policy in China: managing decentralization and transnationalism

China has experienced significant social, economic and political transformations since its economic reform started in the late 1970s. Considerable changes in its policy-making and implementation approaches have also emerged. Confronted with the intensified tension between the call for efficiency and strong pressure to improve social welfare, the Chinese government had no choice but to become instrumentally pragmatic in adopting different governance strategies to address the increasingly complex social, economic and political developments. Thus, neoliberal tenets were introduced. This article sets out to examine, against the wider policy context, how neoliberal tenets, particularly its emphasis on market principles, have been injected in higher education governance. This article aims to explore how the multi-faceted dynamics shaped the development of transnational higher education and influenced the governance of Sino-foreign cooperation universities.

From ‘brain drain’ to ‘brain bridging’: transnational higher education development and graduate employment in China

ABSTRACTIn the past few decades, the internationalisation of higher education has become an increasingly popular trend across different parts of the globe. The fierce global competition and the aggravating unemployment rate, coupled with low teaching and research quality revealed by universities in mainland China, have inevitably compelled a growing number of Chinese students, in particular the financially-able ones, to pursue higher education overseas or to enrol in transnational higher education offered in mainland China. Realising the severe problem of ‘brain drain’ and having a strong conviction to transform its higher education system to become more international for enhancing the global competitiveness of its higher education system, the Chinese government has made different attempts to enhance higher education quality by learning and incorporating new ideas and practices from overseas institutions, particularly encouraging the development of transnational higher education to change the higher education landscape. With particular reference to examining the way these students evaluate their future prospects in choosing different alternatives for further studies in higher education, this study sets out against the context briefly outlined above to critically analyse the motivation of students who choose to study abroad or enrol in Sino-foreign cooperation universities. This study also discusses the extent to which the internationalisation of higher education would affect the situations of ‘brain drain’ and graduate employment in China.

Philosophical and Pedagogical Principles of Transnational Higher Education Development

Abstract The philosophical and pedagogical principles of transnational higher education development in the second half of the XX - at the beginning of the XXI century are revealed based on the authentic scientific research sources and reflections of prominent scientists. Review of scientific works, devoted to the problems of education transnationalization, allowed concluding that in the late XX century the traditional relationship of pedagogy and philosophy changed under the influence of globalization and internationalization of education. On the basis of determinant analysis it has been found that postmodernism (J. Derrida, M. Foucault, J. Lyotard, R. Panvit) and postnonclassical science (H. Haken, I. Prihozhyn, V. Stepin) serve philosophical grounds for transnational higher education formation. The article proves that the “philosophy of global problems” as a set of ideas based on the objectivity of the total global relations, serves as the basis for building a modern educational paradigm that is reflected in the concept of global education. The fundamental idea of global education is to develop a holistic vision and human perception of the world, awareness of its place in the interconnected and rapidly changing environment, by filling content of educational process with human values. Practical implementation of these ideas is made by the introduction of multicultural education approach, critical pedagogy, global education and formation of intercultural educational content, which reflects the cultural and historical specificity of population.

Transnational Higher Education Development and Implementation: A Review of the Offshore Programs in Vietnam for a University in Taiwan

The purpose of this study is to review the offshore programs in Vietnam which have been developed and implemented for seven years by the case university in Taiwan. Being encouraged by the government policy, the case university entered this unfamiliar territory and market in 2007. The question of how a university from Taiwan, without English nor colonial background, could find its position in the already competitive international education market in Vietnam. After years of learning-by-doing process, the scale of their offshore programs has grown to be the largest one across all universities in Taiwan. As being deeply involved in these programs, in this study the author tries to review the seven-year programs and to point out the lessons learned from their development and implementation. It is reflected in this case study that the cultural, social and geographical relevance between Taiwan and Vietnam appear to be the one of the key factors that contributes to the development and success of the case university's projects in Vietnam.

Transnational Higher Education and Challenges for University Governance in China

Higher education in China is currently undergoing a process of re-orientation. This paper focuses specifically on the development of transnational higher education (TNHE) in China over the last decade, as well as its implications for university governance. Major features of TNHE programmes in China will be explored, and a corresponding typology will be presented. We argue that in the face of the fast expanding activities of TNHE, the common irregularities in programme operation, and the less effective and efficient mechanism of quality assurance, may well be the major challenges for university governance in China. Structural reform in university governance is desirable, particularly in terms of empowering the non-public sector in Chinese higher education and of separating the role of the Party from academic administration.

The Development of Transnational Higher Education in China

This article presents an empirical study of transnational higher education in China at the institutional level. The units of analysis are the Chinese partner universities of transnational higher education programs. Through comparison of research universities and teaching universities, the study finds that transnational higher education programs are developed and perceived differently by these two categories of universities. For teaching universities, transnational higher education is mainly used to expand enrollment. It is the most active internationalization activity on campus. For research universities, especially top research universities, transnational higher education’s major function is to provide academic opportunities for those aspiring for advanced professional degrees. It is only one of the many internationalization activities on campus. Teaching universities tend to use transnational higher education more to generate revenue and reduce cost.