Transnational Education Programmes Research Articles

English language proficiency, prior knowledge, and student success in an international Chinese accounting program

International student exchange programs have gained popularity as a means to increase enrollments, support international academic partnerships, and improve student preparedness for globalized work environments. However, the relationships between English language proficiency, cultural intelligence, teamwork, self-efficacy, academic success, and other factors within these programs are not clear. This study investigates the correlations among international accounting students’ English language proficiency, accounting knowledge, and academic performance in a transnational education program in mainland China. Data were obtained from academic records of 104 accounting students enrolled in the program. A quantitative measuring of the Pearson correlation statistical tests were employed to measure the relationships between English language proficiency and academic performance, as well as between previous accounting knowledge and academic success. The results indicate a statistically significant relationship between English language proficiency and academic performance, and between previous accounting knowledge and academic success. This study has significant implications for transnational education programs, academic institutions, and policymakers and provides insights into effective strategies for enhancing the quality of transnational education programs and promoting the internationalization of higher education.

Transnational Education Programme Leadership in Four Business Schools in Malaysia

A general understanding among colleagues working at private higher education institutions in Malaysia is that homegrown programmes are led differently from Transnational Education (TNE) programmes. It is generally accepted that TNE programmes have a more vibrant culture of distributed leadership, as the leadership style mirrors the practice in the home universities. The mixed method study investigated the phenomenon by comparing the prevalence of distributed leadership in four private universities offering homegrown and TNE business programmes using the Edvantia Shared Leadership Continuum. The finding showed that distributed leadership practice was considerably lower in the TNE than in the homegrown programmes in all four universities. Leaders in all four universities were less inclined to practice distributed leadership as there were greater reputational and financial risks in TNE programmes. As a result, a higher level of oversight is required to maintain good relationships, successful partnerships, and profitability.

Pedagogical variations of critical literacies practices in a secondary transnational education program

A case study design was employed in a secondary-level transnational education program to shed light on the complexity of critical literacies practices in the transnational education space. Findings reveal three pedagogical approaches to critical literacies in the English literacy classrooms, whereas critical reading of texts was salient in the Mandarin class. Data unravel that human and nonhuman entities assembled to affect the enactment of various critical literacies approaches and students’ meaning making in the globalized school context (e.g., the school's multiculturalism, its technological materiality, the IB curriculum, teachers’ prior life/professional experience, students’ cross-border experiences, and global accountability). The paper recommends that critical literacies in globalized schooling contexts should engage cognitive processes, as well as transnational youths’ embodied cross-border experiences, their multilingual/multimodal repertoires, and histories and realities related to their languages. Such an approach to critical literacies could enable bi/multilingual learners’ ethical meaning making across places, languages, and modes.

Toward a model of academic support in transnational education in China: Under the strategic goal of sustainability

Academic support is an important part of quality education provision in higher education institutions (HEIs). Although many researches discuss about the different approaches and their effectiveness of academic support in retaining students and meeting their diversified needs, there is not so much literature written on the academic support in transnational education (TNE) under the strategic goal of sustainability. Based on an integrated analysis of a Chinese-Finnish TNE program, this paper uses mixed methods with qualitative and quantitative approaches in a case study to analyze what academic support should be provided to students, how and when it should be provided. Findings show that students need academic support in the aspects of employment-related issues and courses learning most. And Fu Dao Yuan is suggested to be the links between students and academic support mechanisms. The paper also proposes a longitudinal model of academic support to achieve Sustainable Development Goals (SDGs), which can be a reference model adopted in other TNE in the Chinese context.

Chinese Students’ Perception and Expectation of Online and Post-Pandemic Teaching and Learning Approaches in a UK Transnational Program

A cloud of uncertainty around how to deliver teaching on transnational education programs (TNE) in the new post pandemic era has been created due to little evidence of investigation available. This study for the first time explored the needs and expectations of students (324) enrolled on BSc Pharmaceutical Science and Pharmaceutical Biotechnology degrees at a China UK Joint College, to understand their preferences for the delivery of such programs. Surveys were circulated amongst students to collect qualitative (open questions) and quantitative (Likert-scaling) data around the infrastructure for online learning (internet, IT device, learning platforms and study place) as well as the challenges and expectations of online learning, including student preference towards the delivery of materials, in a post-pandemic era. Focus groups, facilitated by the delivery team, were organized to collect further qualitative data and to explore common themes arising from the surveys and to understand student requirements more thoroughly for a successful TNE program. The data gathered determined that the transition to online learning has been challenging for students, and that they significantly (p < 0.001) prefer a hybrid model of teaching, consisting of a mixture of digital and on-campus activities. For the first time, this study demonstrates strategies to ensure that the needs and expectations of students in a TNE program are reached in post-pandemic era and the quality of teaching and learning are enhanced.

Socio-material assemblages: (De)colonizing literacy curriculum in transnational education

Recent decades have witnessed rapid growth of K-12 transnational education programs, but little is known about how human/nonhuman assemblages impact K-12 transnational literacy curricula and how sociomaterial assemblages affect (de)colonizing literacy practices. This study of English and Mandarin literacy curricula at a Canadian transnational education program in postcolonial Hong Kong was informed by posthumanism and theories on decolonizing curriculum. The study combined ethnographic data collection tools (curriculum documents, interviews, classroom observations) and a diffractive methodology of reading, thinking, and writing with multiple data sources and theories to explore how sociomaterial relations between humans and nonhumans shaped the (de)colonization of literacy curricula. Findings show a generative sociomaterial assemblage in the transnational education program that enabled encounters of local-global curricula, local-global languages, and academic-multimedia literacies. New forms of imperialism and colonialism also joined the assemblage and normalized binaries of L1/L2, local/global, and academic/multimedia literacies, thus constraining students’ meaning making across languages, places, and semiotic resources. The article proposes literacy curriculum and pedagogies that could foster students’ ethical relationship building with humans and nonhumans in globalized schooling contexts.

European transnational education in the Middle East: Conceptual highs, lows, and recommendations

The use of transnational education (TNE) is becoming increasingly popular around the world. Such forms of education offer international students with degrees from different countries while remaining in their home country. Frequently, universities offer degrees through branch campuses or strategic partnerships to support such international students. Given their proliferation, it is important to consider what some of the most effective methods in ensuring their smooth operation are. This research considered the reflective observations of one such TNE to provide some insights into best practices for other such TNE programmes. One of the chief recommendations is the need for flexibility in course material and delivery styles, as well as looking to exploit the opportunities offered by TNE through initiatives such as collaborative international teaching sessions. Keywords: Transnational Education; UK Education; Qatar Education; Cross-cultural education

Uptake of formative feedback: perspective from a transnational education cohort

An important aspect of teaching and learning is the student's response to and enaction of formative feedback. Few studies have examined how students interpret the formative feedback provided by tutors and translate these into action. In order to understand this better, we carried out a retrospective analysis of student responses to iterative formative feedback. The context of the present study is an extracurricular project where undergraduate biomedical science students on a transnational education programme competed in an extracurricular, cross-disciplinary video competition. Based on detailed analysis of provided feedback and subsequent enaction of the feedback, we found that students were active participants in the feedback process, engaged with the meaningful feedback critically, and incorporated the relevant changes to improve the final output. In this article, we will give our perspectives on how students understand, process and act on feedback, and also examine the features of the feedback that elicited these responses from students.

Communication and the student experience in the time of Covid-19: An autoethnography

The Covid-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students’ learning experience. Moodle logs, teacher observations and other qualitative data from the first year of emergency online teaching were evaluated. This analysis prompted several improvements to communication strategies. Additional forum activities, scaffolding and feedback have had a positive effect, and increased use of informal communication via WeChat has bolstered learner persistence. These findings can be applied to the design of other online and blended courses, especially those linked to English language teaching in China.

Looking Back: Reviewing the Challenges of Policy Development During the COVID-19 Pandemic for a TNE Partnership in Higher Education

This paper takes a retrospective view of the year 2020, with a focus on how Higher Education policy development was undertaken on a Transnational Education (TNE) program between the University of Glasgow (UofG) and the University of Electronics, Science and Technology in Chengdu (UESTC), China in response to the COVID-19 pandemic. It explores the approach to policy development under normal circumstances, contrasting this with the approach taken during the emergence of the epidemic and how the unfolding situation impacted on those policies. It demonstrates how the application of management tools for scenario planning and crisis management can be used effectively to develop a clear and prescriptive policy for staff. It also demonstrates how the use of such tools, combined with careful analysis and planning, can minimize disruption to student learning, teaching, and assessment. The paper then goes on to explain the creation and implementation of policies addressing three main areas: learning and teaching, Final Year Projects, and assessment. Finally, it reflects on the student and staff perspectives on the policies, considering how this information might be used to enhance the policy development process in future.

THE POST-PANDEMIC CHALLENGE: DEVELOPMENT OF TRANSNATIONAL EDUCATION PROGRAMME IN VIETNAM

The world is facing a severe pandemic that has made millions of students who are experiencing depression and anxiety with their study abroad search for alternatives. One possible solution lies in transnational education programmes that provide high-quality education for students who would like to receive a foreign qualification without leaving their hometown. Transnational education, albeit quite popular all over the world, has been much less known in Vietnam. Therefore, this paper aims to provide a better understanding of transnational education programmes and suggests further research possibilities for the development of transnational education in Vietnam in the post-pandemic period of COVID-19. In theory, this study proposes future research orientation of development trends of transnational education programmes in Vietnam before and after the pandemic. In practice, the research provides measures to be taken for high-rank managers of transnational education providers regarding how to deal with this challenging situation.

Managing neo-liberalism with Chinese characteristics: The rise of education markets and Higher education governance in China

Reviewing the massification of higher education in China in the last two decades, this article critically examines how the education markets have emerged and developed in China through engagements with three major minban HEIs for addressing different development needs of the country. More specifically, this article discusses 1) the rise of minban (people-run) higher education developed by different local social forces; 2) the invitation of overseas universities to co-develop transnational education programmes for meeting citizens’ pressing demands for higher education; 3) the engagements of leading institutions from overseas for research capacity advancement. Through the analysis of these different types of non-state-run HEIs, we would appreciate how the Chinese government has skilfully transformed its higher education systems through the tactical adoption of neoliberal practices for education market formation in the country. The present article also reflects upon the unique university governance model in China, clearly revealing how state-university relationship has been affected by the unique and strong historical, political, and institutional traditions of the country.

Student engagement and perceived gains in transnational education in Ghana

PurposeFollowing recent calls for partner institutions to address the seeming weaknesses in transnational education (TNE) delivery especially in host institutions, this article was developed to generate new insights into how student engagement could explain perceived gains in TNE in a host university in Ghana.Design/methodology/approachA quantitative research design was used to gather and analyse data from students (n = 197) who were enrolled in different masters' programmes with three different TNE partners from Europe. We relied on a survey to collect data from participants who were sampled by way of simple random sampling method. Consequently, the data was analysed using structural equation modelling.FindingsResults revealed that the psychological, behavioural and sociocultural perspectives of student engagement have positive effect on students' perceived gains in TNE. Across the findings, student–lecturer engagement, student' assessment, students' sense of belonging and peer engagement demonstrated strong positive effect on students' perceived gains in TNE. The study further revealed that a supportive campus environment and cross-cultural interaction among students enhance students' sense of belonging.Originality/valueThe findings of this article add to an emerging body of literature that suggest that student engagement provides rich information for enhancing the experiences of students who enrol in TNE programmes. Additionally, by integrating supportive campus environment as part of the multidimensional construct which has not been addressed in previous TNE student engagement literature, this shows the significance of institutional structures and commitment to supporting student engagement.

Student mobility choices in transnational education: impact of macro-, meso- and micro-level factors

ABSTRACT This study investigates the student mobility choices at different stages in transnational education (TNE) and how their choices are shaped by varying level contexts. Combining survey and interview data collected at a US–China TNE programme, the authors found that majority of students did not intend to be mobile during the programme. Rather, they planned to pursue graduate degrees abroad. Further, the majority of students intended to work in China after the completion of their studies. Student mobility choices into, during and after transnational education, were heavily influenced by the macro-level (e.g., labour market, university admission policies) and meso-level (e.g., programme structures) contexts.

Perceptions of reputation drivers: evidence from Australian non-accredited business schools

ABSTRACT Business education continues to be very popular among students across the globe, however, business schools have been criticised for not preparing ‘work-ready’ graduates. This paper investigates how business schools enhance organisational reputation, and in particular, how relatively younger and non-accredited business schools compete with longstanding business schools and those with established reputations. In so doing, the paper investigates the reputation drivers that are perceived to give business schools a competitive advantage. Semi-structured interviews were conducted with academics, experts and students. The results of this paper indicate that engagement with industry and the community is considered the key to achieving quality business programmes and to producing quality business graduates. In addition, we found that the two emerging themes of work placement (WP) and transnational education (TNE) programmes also contributed to quality business programmes but not without some risks.

UK university libraries supporting transnational education (TNE) partnerships

This article outlines the development and delivery of transnational education (TNE) by UK higher education institutions and reviews how libraries in the sector are supporting this. It reflects on findings from a library survey and event held in 2019 and the expectations and concerns about the support available to TNE students. It argues that whilst licensing of electronic content for TNE programmes is a key focus for both partners in a TNE relationship, effective library support for quality TNE provision also necessitates good internal and external communication and collaboration. Some suggestions on ways forward for libraries supporting TNE are made.

A Series of Manganese(III) Salen Complexes as a Result of Team-Based Inquiry in a Transnational Education Programme.

The development of a team-based approach to research-led transnational practical chemistry teaching is described in which a team of five Chinese students on an articulated transnational degree programme, supported by a team of academic and technical staff, carried out a study examining the structural chemistry of a series of manganese(III) salen complexes. A series of four crystallographically characterized manganese(III) salen complexes with ancillary carboxylate ligands are reported here. The carboxylate coordination modes range from the bridging syn-anti μ2 -κO : κO' mode observed in the predominant cyclohexanoate and isobutyrate species, to a capping terminal monodentate mode for the adamantanoate species, and an unusual mixture of bridging and terminal coordination modes observed in a second minor phase of the cyclohexanoate species. The variation on extended structures based on the weakly interacting aliphatic backbones may provide a useful basis for further structural studies.

Challenges in the Transnational Business Education

Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies.

Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

ABSTRACT Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cross-cultural contradictions shaping students’ experiences of learning. Assessment, programme rules, teaching strategies, and class and campus settings created contradictions that students had to negotiate as in-between learning spaces. We argue that cross-system contradictions play important roles in transnational higher education programmes. Therefore, instead of seeking to eliminate these contradictions or smooth cross-educational differences, these contradictions should be leveraged as learning opportunities to enrich transnational higher education programmes.

Launching an online graduate degree for tourism management in China: lessons in Chinese-foreign cooperation

ABSTRACT This paper qualitatively analyzes the most recent, transnational graduate-level tourism program in China to follow the country’s so-called Chinese-Foreign Cooperation Model. Approved by the Chinese government in 2015, the program involves cooperation between one university from the U.S. (Colorado State University) and one from China (Central China Normal University). Analysis of this program is organized around adaptations, characteristics, and recommendations crucial for the development and delivery of transnational tourism education programs in China and abroad. Findings hold broader implications for educating tourism professionals to manage the expected growth in travel among Chinese citizens in the years ahead.