Transnational Higher Education Institutions in China

He, Lan

doi:10.1177/1028315315602931

Cited by 28 publications

(12 citation statements)

References 13 publications

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“…In the contemporary wave of IBCs and transnational degree franchises, the political relationship between TNHE, the state and the governance of transnational mobility is less apparent, due in part to the widely commercial orientation of TNHE, although historical formations of TNHE illuminate overt state functions of HE export and academic mobility (Healey, 2014;Pietsch, 2016). State rationales for TNHE vary with the scale and scope of provision; as a primarily fee-based, unsubsidised service, TNHE concentrates in regions with expansive demand for HE not met by domestic supply, typically supplementing existing forms of provision (British Council & DAAD, 2014;He, 2016). Larger TNHE partnerships delivering more reputable and specialised qualifications are seen to strategically contribute to the production and retention of human capital and skills in host state economies (McBurnie and Ziguras, 2006;Vincent-Lancrin, 2007).…”

Section: The State Diaspora and Tnhe Studentsmentioning

confidence: 99%

Negotiating Educational Choices in Uncertain Transnational Space: South Asian Diaspora in the United Arab Emirates

Rensimer¹

2021

British Journal of Educational Studies

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Transnational higher education (TNHE) has been characterised as a crude form of market-driven internationalisation, often targeting immobile student populations in countries with high demand for international academic degrees. In response to recent scholarship on the role of higher education internationalisation in facilitating and producing diasporic networks, this study examines its inverse: how TNHE services existing diasporic communities in situ by mobilising institutions across borders rather than student bodies. It specifically examines these dynamics within the United Arab Emirates (UAE), simultaneously host to one of the largest concentrations of TNHE globally and a five million-member diasporic community of long-term, yet impermanent residents from South Asia. Drawing on interviews with South Asian students in undergraduate degree programmes at three British international branch campuses (IBCs), it explores how students perceive their IBCs as strategic sources of valuable degree capitals for enhancing employment opportunities in the UAE and securing against precarity and uncertain futures as perpetually impermanent residents. The research implicates the role of TNHE in diaspora policymaking, asking how IBCs function as an extension of a limited social contract between a diasporic community and its 'host' state.

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Section: The State Diaspora and Tnhe Studentsmentioning

confidence: 99%

Negotiating Educational Choices in Uncertain Transnational Space: South Asian Diaspora in the United Arab Emirates

Rensimer¹

2021

British Journal of Educational Studies

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“…Institutions need to choose countries in which they will be welcomed by the host country government; where there is sufficient student demand; where the required resources can be obtained; where they will be able to achieve their financial objectives; and where stakeholders in both home and host countries will support rather than oppose them. Unfortunately, in some countries -notably China -the exact selection criteria used by the Ministry of Education to grant approval for the establishment of an international branch campus have never been explicitly stated or published (He 2015). The University of Central Lancashire's campus in Cyprus has been described by the United Nations as 'unauthorised' and 'a security worry', because it is constructed in the buffer zone that separates the Greek Cypriot and Turkish sides of the island (Morgan 2014).…”

Section: Impact Of Expansion Abroad On Higher Education Institutionsmentioning

confidence: 99%

Ethical issues in transnational higher education: the case of international branch campuses

Wilkins

2015

Studies in Higher Education

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The establishment of an international branch campus can impact upon a diverse range of stakeholders in both home and host countries. Many of the arguments against international branch campuses are based on ethical issues, such as the lack of academic freedom and civil liberties in host countries. Ignoring ethical issues may deny institutions the achievement of legitimacy, which can result in financial losses and reputational damage. Thus, the purpose of this article is to identify the ethical issues that higher education managers should recognise and address when considering the establishment of an international branch campus. A framework based on analysing how home and host country stakeholders might be impacted by the establishment of an international branch campus-and how they might influence higher education institutions-is proposed. It was found that institutions which are flexible, quick to learn, and possess the dynamic capabilities necessary to drive organisational change might be the institutions that have the greatest chance of success in foreign markets. Given that at the start of 2015, at least 24 new international branch campuses were planned or in the process of being built, it is concluded that higher education institutions will have to continue treading the thin line between trying to fit in with their host cultures while simultaneously trying to achieve academic freedom and improve local social, political, and legal conditions.

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“…Considering the existing studies related to this field, in the past few decades research has broadly discussed the history, development, and potential directions of the internationalisation of Chinese HE and other Asian countries (e.g. Huang, 2003aHuang, , 2003bHuang, , 2008He, 2016;He & Liu, 2018;Mok & Ong, 2014;R. Yang, 2008).…”

Section: List Of Figures and Tablesmentioning

confidence: 99%

“…Bovill et al, 2015;Ng & Nyland, 2016) explored teaching practices in articulation programmes from lecturers' perspectives. Furthermore, many researchers (e.g He, 2016;Mok & Han, 2016;Montgomery, 2016) have investigated the development of articulation education in China from the researchers' perspective as the third party. However, limited research has been conducted from the perspective of students.…”

Section: Significance and Research Gapsmentioning

confidence: 99%

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An exploration of Chinese students’ learning experiences in China-Australia ‘2+2’ articulation programmes: in between two systems

Dai¹

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Research has broadly explored the topics of transnational higher education (TNHE) and the forms of TNHE (e.g. articulation programmes) in the Chinese context from many perspectives, such as developmental history, policy, and quality assurance. Notably, Australia is one of the active partners cooperatively running articulated education programmes with China. Enrolling in an articulation programme, for example, under the 2+2 mode, students usually study in China for the first two years and then they physically move to an Australian university to complete the remaining two years of learning. Due to this particular setting, students usually engage in the process of intercultural adjustment. Various theoretical frameworks for conceptualising the process of intercultural adjustment have been proposed, for example, the stress-adaptation-development model. However, there has been limited research that attempts to investigate the learning experiences and intercultural adjustment issues of Chinese students in China-Australia articulation programmes, precisely, the 2+2 setting. This study thus aimed to investigate Chinese students' learning experiences in China-Australia 2+2 articulation programmes using the lens of intercultural adjustment.A case study based qualitative inquiry was adopted to explore students' learning experiences. As students' voices are essential for reflecting upon educational quality, it is necessary to explore their stories to reveal under-researched issues critically and in greater depth. As a former student of a 2+2 programme, I realised that there are many inherent differences in 2+2 programmes compared with other pathways regarding learning processes, cross-system issues, and potential values. Through detailed interviews with twelve Chinese students who had completed their Chinese stage and were studying in Australia under 2+2 programmes, I collected data about their learning experiences in China and Australia. Then, I critically analysed data by using both inductive and deductive lenses.My individual experiences added to the analysis and data presentation via reflective-narratives, which made me dynamically shift roles between being a former 2+2 student and currently a doctoral researcher in this study. My multiple roles as both insider and outsider in relation to the research helped me understand the experiences of the research participants, as well as my own in a comparative perspective.The learning trajectories of these students indicated that they experienced changes regarding their senses of agency, identity, and belonging as 2+2 students. Specifically, most students were able to v Publications during candidature Peer Reviewed Articles

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Transnational Higher Education Institutions in China

Cited by 28 publications

References 13 publications

Negotiating Educational Choices in Uncertain Transnational Space: South Asian Diaspora in the United Arab Emirates

Negotiating Educational Choices in Uncertain Transnational Space: South Asian Diaspora in the United Arab Emirates

Ethical issues in transnational higher education: the case of international branch campuses

An exploration of Chinese students’ learning experiences in China-Australia ‘2+2’ articulation programmes: in between two systems

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