Transnational Higher Education in China: Contexts, Characteristics and Concerns

Yang, Rui

doi:10.1177/000494410805200305

Cited by 98 publications

(88 citation statements)

References 9 publications

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“…On the other hands, the warning over the challenges and possible dangers [10]- [12], [14], [17], [19].…”

Section: Discussionmentioning

confidence: 99%

“…These include eroding educational sovereignty, threatening the cultural security, and the social as well as economic impact and so on. [2], [8], [10], [19]. However, it is certain that the current move in the international higher education will continue to generate student mobility between the developed and developing nations.…”

Section: Discussionmentioning

confidence: 99%

“…According to official figures provided by UNESCO, the students" number participating in higher education from 1990 to 2007 has grown by 128% [9] and the number is still rising. international education [2] was observed to replace the The transnational provision of education during the past decade, as Yang argues [10], has increased dramatically that is at the leading edge of the most fundamental change taking place in higher education today. It is also evidencing the invisible hand of the market in allocating educational resources across borders effectively, marking a new evolutionary phase of development in international higher education in the 21stcentury.…”

Section: Trendmentioning

confidence: 99%

“…The partner-supported delivery depends more heavily on partnership with various kinds of service that often include face-to -face teaching, physical facilities and administrative support locally [7], as shown in Table I. Based on the modes of supply categorized by in GATS, many [2], [8], [7], [10] have identified the popular modes of delivery widely used in transnational education. There include a) branch campus, b) articulations, c) online learning and distance education programs, d) franchising and partnership, and e) dual and joint degree programs.…”

Section: Modes Of Deliverymentioning

confidence: 99%

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Transnational Education: Trend, Modes of Practices and Development

Chen¹

2015

IJIET

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Abstract-Transnational education is becoming a popular form of international higher education cooperation since late 1990s. Many universities from the developed nations are increasingly focusing on entrepreneurial activities by exporting their higher education to those developing societies with the exceed demands for higher education. Along with the recent innovations in information and communication technology, the international mobility of programs and institutions on a large scale since 1990s is becoming a special phenomenon while students mobility is continuing to grow in international higher education. As a form of academic mobility and market driven educational activity, transitional education is following the same pattern as international student mobility the major English speaking countries, such as UK, USA and Australia, are the primary and key service providers. However, the rising of regional hubs along with the entry of those countries without colonial and linguistic background like Taiwan is changing the landscape of transnational higher education. IndexTerms-AInternational higher education, transnational education, offshore program, modes of delivery, regional hub.

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“…On the other hands, the warning over the challenges and possible dangers [10]- [12], [14], [17], [19].…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Trendmentioning

confidence: 99%

Section: Modes Of Deliverymentioning

confidence: 99%

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Transnational Education: Trend, Modes of Practices and Development

Chen¹

2015

IJIET

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“…The average monthly salary for a mid-level manager in one of the major cities in China is three times that of a full professor (Yang, 2008). It is thus difficult for higher education institutions in China to compete with the private sector for hiring qualified faculty members to teach college courses.…”

Section: Introductionmentioning

confidence: 99%

The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life

Tung

2016

IJHE

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Recent economic development in China not only has improved the overall living standards of Chinese people, but it has also created a new middle class. Another impact of the economic development is the increasing demand for educated workers. Subsequently, the demand for quality higher education has also increased. With more than 50% of the world's top 100 universities located in the United States, the United States is regarded as the number one destination for international students for higher education. Due to the cultural differences between China and the United States, scholars have found that Chinese students encounter the most challenges adjusting to American college life. Lack of Western cultural exposure, different cultural values, the effect of the One-Child Policy, the emphasis on effort, endurance, and hard work in education, the continual impact of the Cultural Revolution's aftermath on people's relationships, the unfulfilled expectations of American college life experiences, and the influence of the Chinese education structure on students' characters and skills-building all have an impact on Chinese students' worldview and their interaction with their new environment. By reviewing the literature on the topic, this article seeks to understand the roots of the challenge to gain insight into the reasons why Chinese students do what they do after they come to the United States for higher education.

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Have we addressed internationalization sufficiently? Investigating British and Sino‐British postgraduate curricula with a postcolonial design perspective

Qian

Gooden

et al. 2022

The Curriculum Journal

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Using the Internationalization of the Curriculum (IoC) model, this study analyses postgraduate educational programmes that contribute to internationalization in higher education at British and Sino-British transnational universities. The purpose is to explore postcolonial curricular design influences and opportunities. The study identified patterns based on content analysis of twelve programmes' goals, approaches, and course listings. The findings reflected noteworthy similarities with limited emphasis on the emerging paradigmatic shift of IoC. The study invited one programme director from each type of university to speak about the design intentions from an insider's perspective. The discovery was that both types of universities were driven, in part, by a response to global market trends rather than an ideological postcolonial design imperative. Semi-structured interviews of postgraduate Chinese students in the Sino-British university's programme were conducted to understand students' perceptions of learning and former pedagogical experiences. Students appreciated opportunities to explore indigenous knowledge and experiences to make the curriculum relevant and meaningful.

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Transnational Higher Education in China: Contexts, Characteristics and Concerns

Cited by 98 publications

References 9 publications

Transnational Education: Trend, Modes of Practices and Development

Transnational Education: Trend, Modes of Practices and Development

The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life

Have we addressed internationalization sufficiently? Investigating British and Sino‐British postgraduate curricula with a postcolonial design perspective

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