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Australia attracts international nursing students from China to maintain its economic advantage and to alleviate the projected nursing shortage; conversely, China needs its best and brightest citizens who have trained abroad in nursing to return to cope with current challenges within its healthcare system and nursing education. This paper explores whether China can lure its foreign-trained nurses home to achieve its goals; whether China or Australia will win the nursing talent war; and do Chinese nursing students want to remain abroad or return home. The insight gained can support the development of successful human capital investment for all parties involved. [ABSTRACT FROM AUTHOR]

Purpose – Since the 1980s, and especially after China's entry into the World Trade Organization (WTO) in 1991, international educational collaborations have developed in China. Spurred by economic, cultural and educational factors, joint programs have become an essential supplement to Chinese education. Despite the obvious and diverse benefits brought about by joint programs, various challenges arise. The purpose of this paper is to evaluate the benefits and challenges generally and then in a more targeted way through the lens of one Sino-Australian partnership.Design/methodology/approach – This paper uses a case study of one joint Australia-China program to explore the development, benefits and challenges of joint programs in China and suggest how to improve the overall quality of the joint programs which will further international collaboration of educational institutions in China.Findings – Joint programs are a strategic component of the expansion and globalization objectives of the Chinese government. They offer more opportunities for Chinese students to receive an overseas education, enhance the research profile of Chinese universities and promote new ways of teaching and learning. For the Australian government, transnational education and the model of joint programs are helping to build Australia's research reputation, develop alternative teaching and learning ideas and promote global citizenship. Challenges include linguistic issues, financial problems, inefficient management, program assessment, qualifications, skills of teaching staff and different ways of thinking.Practical implications – Enhancing pedagogical quality within a business paradigm is a unifying imperative.Originality/value – The paper presents a new case study analysis for joint program educators and decision makers. [ABSTRACT FROM AUTHOR]

This paper argues that the current approach to educational quality formation in transnational higher education promotes educational imperialism, and that guidelines and practices should be altered to embrace context-sensitive measures of quality. The claims are sustained by findings from a study that investigated how academics understood and pursued educational quality in an Australian university programme delivered in partnership with a Chinese university in China. A key finding was that a home programme functioned as the single reference point for quality in the programme delivered in China. Quality in the China programme was sought through the imposition of practices and philosophies associated with the home programme, which required the suppression of local educational traditions. The paper points out that reliance on a home programme as the single measure of quality is encouraged by governing UNESCO/OECD guidelines on quality in cross-border provision. [ABSTRACT FROM AUTHOR]