Transnational Higher Education Research Articles

Student identity in transnational higher education: international branch campuses versus Sino-foreign institutes

ABSTRACT This study compares the impact of transnational higher education (TNHE) on student identity in two types of operating model, namely the international branch campus and Sino-foreign institute. The developmental characteristics of both types in China over the past two decades are reviewed, with a focus on students’ identity positioning in the contexts of institutional purposes. A qualitative approach is adopted to delve into participants’ narratives and reflections, followed by an analysis of their identity development through the lens of Bildung theory. Differences in the purposes and strategies of the two types of TNHE institution were found to have an impact on students’ experiences and perceptions of their ongoing self-identity formation. By comparing the two types of institution, the research provides new insights for the further development of higher education internationalisation in China and other countries that offer different models of transnational education.

Research in Transnational Higher Education: Mixed Methods, Mixed Locations, and Mixed Assumptions

AbstractTransnational education (TNE) occurs when higher education institutions traverse borders to provide educational experiences outside their home countries. Such mobility creates several research challenges, as such institutions exist between worlds. They must balance home and host country legal requirements, navigate home and branch administrative norms, adjust to differing cultural and learning expectations, and even serve different student populations. To understand this complexity, researchers must employ mixed-method approaches, which are currently limited in higher education studies. In this paper, we explore TNE as a unique setting for conducting research. We outline our design choices and the challenges we faced in conducting research on TNE institutions. For the paper’s central focus, we unpack a cross-cultural case study, which employs multi- and mixed-methods research, to assess the role of labor market outcomes at critical junctures of the student lifecycle at a binational university. By incorporating perspectives from the institution, alumni, and current and prospective students, we present a holistic view of perceived and actual graduate outcomes. This case vividly illustrates the limitations of mono-method studies. Furthermore, it demonstrates how mixed-method studies are useful for generating more meaningful outcomes in TNE research.

Internationalisation with Chinese characteristics: exploring the paradox in students' experiences at Sino-foreign cooperative universities

ABSTRACT Although previous research has explored the impact of global and local forces on transnational higher education (TNHE) at a macro level, limited attention has been paid to students’ lived experiences navigating the mixed influences. To address the research gap, this study conducted semi-structured interviews with 35 Chinese undergraduates enrolled in two Sino-foreign cooperative universities (SFCUs). From the theoretical lens of paradox, this study revealed the inherent tensions in the dynamic and hybrid educational practices at SFCUs, arising from the internationalisation of higher education with Chinese characteristics. The overlapping values of cosmopolitanism, nationalism, neoliberalism, and authoritarianism have repercussions on the programme structure, academic discourse, and university management. The findings indicate that students negotiated the tensions in various manners, including following the prevailing discourse, challenging the global imagery, and recognising the complexity of situation. The presence of conflicting influences led some students to develop hierarchical binary thinking towards knowledge and elicit ambivalent emotions towards institutions, while others achieved a wholeness of self through self-reflection. This study contributes to a new scholarly perspective on exploring students’ unique experiences in TNHE.

Pathways to master’s education: insights from students in transnational higher education in China

AbstractPrevious studies have identified the tendency among transnational higher education (TNHE) graduates to pursue master’s programmes, especially overseas degrees. Nonetheless, there is a lack of exploratory research on this ‘transnational’ group to understand the logic of practice behind this phenomenon. This article draws on interviews with 23 students at a Sino-US university to understand their perceptions of master’s study and explore the effect of TNHE experience on their decision-making about further study. Using Bourdieu’s theory of practice, we find students perceive pursuing master’s study as a natural progression and a remedy for failures in their educational backgrounds. This paper also argues that the ‘fit’ or ‘split’ between TNHE students’ habitus and the embedded field generates two distinct groups regarding choices of post-graduate study, international aspirants and returnees. While the acquisition of new habitus and capital through TNHE experiences steers most students towards international master’s study, the durability of old habitus and personal reflexivity lead a few to pursue domestic education. Our findings provide implications for TNHE administrators in supporting students’ post-graduate educational aspirations and further development of TNHE institutions in China.

‘University matching’ in state-regulated Sino-Australian transnational higher education: a Bourdieusian social network analysis

ABSTRACT The past three decades have seen proliferating research on Transnational Higher Education (TNHE), mostly understood through a market-oriented lens as a means of institutional and individual investment in economic and status gains. Less understood is the interplay between the state and the market logic in TNHE. Large-scale research on the market-state-status coordinated effect on TNHE is absent. This study makes a contribution in this regard through a Bourdieusian social network analysis of 130 state-regulated TNHE partnerships between 64 Chinese and 28 Australian universities. Descriptive analysis shows the evolvement of state-regulated Sino-Australian TNHE ‘networks’ over time from 2003 to 2019. Inferential statistics shows a significant homophily effect in the TNHE partnerships between Chinese and Australian universities with high rankings and research income. These results allude to a strong influence from the Chinese state on Sino-Australian TNHE partnerships.

Country-branded universities: a framework for country brand authenticity in transnational higher education

ABSTRACT Country-branded universities, which include a country in their name, are a type of higher education institution found in many countries globally. We consider these universities as transnational higher education institutions, for they ‘borrow’ or ‘transfer’ elements of the affiliated country across national borders. Surprisingly, there is very limited research on this phenomenon. The aims of this research are to identify what exactly in practice crosses national borders from the affiliated country to a country-branded university, and to develop a framework for country-brand authenticity in transnational higher education (TNHE). The data used in this research was provided by expert informants, who were individuals holding a senior or middle management position at a country-branded university. The proposed framework for country-brand authenticity in TNHE has four main dimensions, namely affiliated country connections; teaching and learning; governance and human resources; and student experience and development. These four dimensions are supported by eleven themes. The most often mentioned concepts were related to the curricula, pedagogy/didactics, and foreign accreditation themes. We offer suggestions for further research using our country-brand authenticity framework.

The role of social networks in the formation of transnational higher education partnership: a case study of a British university and a Qatari education institute

ABSTRACT Transnational higher education (TNE) became the dominant higher education arrangement in the Middle East. This article reports on the role of individuals in setting up TNE partnerships between a Qatari educational institute (A) and a British university (B). It aims to understand ‘How do the individual relationship dynamics shape the establishment of a TNE partnership between (A and B)?’ we interviewed Six individuals who participated in the establishment of the partnership, and analysed the data thematically. The theories of ‘Social Capital’ and ‘the Strength of Weak Ties’ enabled us to understand the findings that revealed three main themes: Social Networks, Trusted Friendship, and Shared Benefits. The study could offer higher education administrators, policymakers, and practitioners valuable insights into the importance of social networks.

Institutional habitus and individual postgraduation plans: an analysis of Chinese students in transnational higher education

ABSTRACT This paper focuses on an emerging group in Chinese higher education – students in transnational higher education (TNHE). Recent research has documented much about students’ motivations for attending TNHE institutions. However, the impact of such institutions on student outputs remains under-researched. This study conducted interviews with 78 final-year undergraduates and 10 staff from two Sino-foreign cooperative universities (SFCUs) to understand how their plans for postgraduate study and career, as well as their relevant preparedness, were affected by their in-situ experiences. Using institutional habitus in conjunction with the concepts of capital and field as a conceptual framework, the study showed that the students negotiated a complex mix of institutional sociocultural status, Westernised organisational practices and neoliberal climate as they projected and prepared their postgraduation plans. The transformative outcomes of TNHE experiences are intertwined with the institutional habitus of SFCUs. The findings indicated that institutional forces strengthened the students’ educational disposition to pursue postgraduate studies in Western countries. The new culture and norms experienced by Chinese students at these institutions modified their sense of constraint, enhanced their cosmopolitan orientation towards the workplace and were manifested in more flexible career attitudes. The findings also revealed that neoliberal culture has penetrated the institutional environment, influencing the extent to which students enacted agency in their preparation for the future, with some students developing enterprising selves while others felt marginalised and disempowered by competition. This study has implications for TNHE practitioners to support their students’ transition to next stage.

International Student Perceptions of an American Educational Leadership Program: A Look at Students Residing in Qatar and Their Quest to Receive an Advanced Degree from an American University

Transnational Higher Education has become more prevalent and an option that many international students seek. International students choose online education through United States universities for a plethora of reasons including the perceived high quality of US universities, the flexible modality of online education, and the associated reduced costs. This study seeks to examine the perceptions and experiences of international students residing in Qatar as they progress through a United States university’s online (hybrid of synchronous and asynchronous) master’s degree principal preparation program in Educational Leadership. This phenomenological qualitative study surveys international student candidates at the completion of the program to ascertain their experiences of receiving an advanced degree from a university in the United States. The candidates represent a variety of countries, yet work as teachers in various types of schools in Qatar. This study should add to the growing research of transnational education and help to provide a better understanding of international student insights.

Liberal arts education in transnational higher education: a comparative study of New York University and its international campuses

ABSTRACT Recent decades have seen rapid increases in the number of international campuses and student enrolments at these campuses. While research has indicated that international campuses often struggle to resolve the tension between global integration and local responsiveness, there is currently only a limited understanding of how these campuses navigate and address this tension in their curriculum operations. Combining document and interview data, this study compared the liberal arts curricula of two international campuses of New York University and explored the factors associated with differences in the curricula. The curriculum design is similar in that it places liberal arts at the core, but there are slight variations in the proportion and implementation of the liberal arts curriculum. Our analysis showed that international learning, the quality assurance system of the host country, and local relevance combine to shape the curriculum design. We further highlighted the importance of governance structures and internal organisational structures in the running of international campuses.

Role of Transnational Universities in Capacity Building in Hosting Countries: A Review

The current review was based on the significance of Transnational Education (TNE), the role of transnational universities in capacity building and hosting countries, and the innovative aspects in which transnational universities are addressing the needs of the international community. This review was executed using the recent review articles and research publications based on TNE in capacity building. The data was gathered from the last 8 years, from 2016 to 2023, from renowned publishers, including Emerald, Wiley Higher Education Quarterly, Open Journals in Education (OJED), Emerald, Taylor and Francis, Springer, Sage, and MDPI AG. This search was carried out using multiple keywords, including; “Role of Transnational Universities”, “Transnational Higher Education”, “Transnational Education”, “Capacity Building”, “Skills Development”, “Host Countries” and “Hosting Countries”. A standardised approach to data extraction and synthesis was adopted after finalising 16 studies in total. Findings revealed that When universities participate in international education collaborations, they should also evaluate potential partners based on endogenous notions of student happiness, loyalty, and extra-role behaviours. The study explored the impact of TNE on employment prospects and career development, focusing on marketable skills, hard and soft skills, and cross-cultural awareness. Notably, TNE experience positively impacts professional growth and future social mobility. The study highlighted the importance of capacity building, sustainability, infrastructure investment, and culturally appropriate pedagogy in TNE. Challenges include linguistic barriers and differences in teaching cultures during COVID-19.

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.

Mapping the historical development and landscape of research about transnational higher education: a scientometric analysis from comparative and international perspectives

ABSTRACT Transnational higher education (TNHE) has become an important research topic in international higher education (HE). Many universities have actively engaged in developing TNHE for diverse development goals, such as enhancing the internationalisation of HE, gaining financial benefits, and improving HE quality. While many researchers have explored TNHE-related issues from various perspectives (e.g. policy and management, learning and teaching, employability), relatively few studies have reviewed the historical development and landscape of TNHE research from comparative and international perspectives by adopting scientometric analysis. To fill this gap, we utilised CiteSpace to analyse TNHE-related research systematically. Based on reviewing journal articles indexed in the Web of Science Core Collection database, we illustrate the landscape of TNHE research (e.g. the overview of publication development, researchers, and research themes). Then, we summarise the current research status of TNHE and provide suggestions for future research.

Branding discourses in transnational higher education in the era of hypercompetition: leveraging secondary brand associations

ABSTRACT Transnational higher education (TNHE) providers are a notable part of many domestic higher education systems. Historically, TNHE providers benefitted from the perceived value proposition of offering ‘something different’ or ‘something superior’ compared to local institutions, but nowadays the domestic provision of higher education poses a more significant threat for the TNHE providers. A particular challenger type of institution is the local, foreign-affiliated (branded) university, which represents a rather unexplored type of TNHE. This research compares international branch campuses and local, foreign-affiliated universities in different TNHE contexts, to identify how the institutions leverage secondary brand associations in branding. The study identified four shared branding discourses (grandiosity, third space, place brand, and boundary-spanning) and the common underlying secondary brand associations used in each branding rhetoric. The findings strengthen our understanding of the importance of authentic branding in the era of hypercompetition for the future of TNHE development.

Changes in transnational degree programs in Chinese universities from 2003 to 2023

ABSTRACTThis study explores the transformation of Transnational Higher Education (TNHE) degree programs in Chinese universities from 2003 to 2023, utilising globalisation theory. Findings reveal significant growth, particularly in undergraduate programs, reflecting rising demand. The USA and UK dominate as partner countries, while partnerships diversify to include Russia and Japan. There’s a shift towards STEM disciplines and regional disparities in program distribution. The COVID-19 pandemic accelerates online TNHE degree programs. Challenges include quality assurance, diversity, funding, curriculum relevance, and addressing regional disparities. This study highlights the global relevance of TNHE trends, driven by increased demand, competition among nations, and the impact of digital education.

Transnational Higher Education in China: Policies, Practices, and Development in a (Post-)Pandemic Era

Transnational Higher Education in China: Policies, Practices, and Development in a (Post-)Pandemic Era

Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions

When teachers engage in transnational higher education, exposure can challenge their existing beliefs and expand their understanding of effective pedagogical approaches. Collaborative teaching can influence teachers’ beliefs through collaboration and interactions. Thus, this study investigated changes in Chinese university teachers’ epistemological beliefs and beliefs about teaching and learning by addressing the following research questions: Are there any changes across time in beliefs about epistemology, learning, and teaching among teaching faculty members working in transnational higher education (TNHE)? To what extent do epistemological beliefs and beliefs about teaching change among teaching faculty members working in TNHE? Both qualitative and quantitative methods were used during the 2018–2022 academic years. A paired sample t-test revealed significant improvements in constructivist teaching (CT), innate ability (IA), and authority knowledge (AK). The semi-structured group interviews provided supporting evidence. The findings demonstrate that sharing and collaboration can promote changes in teachers’ epistemological beliefs and their beliefs about teaching and learning. Chinese teachers tend to develop more constructivist and student-centered beliefs after working with foreign colleagues. Transnational faculty collaboration promotes professional growth and diverse thoughts. By using mix-method examination of teachers’ epistemological and pedagogical beliefs within the TNHE context, this study provides empirical evidence supporting the development of tailored professional development opportunities.

New imperialisms in the making? The geo-political economy of transnational higher education mobility in the UK and China

Higher education (HE) mobility programmes around the globe have been key initiatives over the past thirty years, driven by combinations of supranational and national state-led knowledge economy policies, university strategies, and decisions made by individuals regarding employability, credentials, or academic tourism. In this paper we argue that mobility too often is understood through the prism of internationalism, itself umbilically tied to and nourished by Enlightenment liberal thinking, such as Kantian cosmopolitanism, and the romantic figure of the wandering scholar. This has the effect of reducing our understanding of transnational mobility to individual actors, their desires, and experiences. In this paper we ask: to what extent and in what ways can HE transnational mobility projects be understood as forms of imperialism? In this regard we examine the literature on imperialism and argue for a more capacious use of the term; as taking economic, political and cultural forms. We use these to examine the links between the expansion and securing of empires historically, the state’s spatial projects and global market making. We do this through the prism of two nations, the UK and China, comparing their state’s transnational HE strategies, selectivities and outcomes.

Master's programmes at Sino‐foreign cooperative universities in China: An analysis of the neoliberal practices

AbstractThis study explores the current status and practices of master's programmes at Sino‐foreign cooperative universities (SFCUs) in China. A document analysis of university publications is conducted on 133 master's programmes at nine SFCUs. The findings show the diversified development of disciplines and heterogeneity across nine universities. By examining how these programmes entangle with neoliberal ideas, marketisation and western orientation are found to be mobilised and reinforced in the internationalisation process. From the postcolonial perspective, this study identifies the practices of mimicry and resistance in operating master's programmes under transnational partnerships. The findings have implications in terms of educational equalities, the implementation of master's programmes in transnational higher education and the balance between home and host institutions in practice.

Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio‐cultural and Historic Context

AbstractPrevious theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio‐cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.