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This article centres on female students’ reasoning about their emotional (re)actions during the process of academic becoming. It builds on an ethnographical study of students’ subjectivity processes at a jointly run Sino-Danish university in Beijing. The article draws on a theoretical framework called emotional reasoning, bridging Sara Ahmed’s notion of emotionality and Thomas Popkewitz’ rules of reasoning, to investigate the affective structuring of students’ reasoning about academic identities in transnational education. The study elucidates how students’ reasoning about their opportunities for academic transformation is connected to racialising hierarchies of gendered and aged emotional characteristics. These interlockings can be read as reflections of the unequal interlocking of power relations in a transnational educational space. The study illustrates that, within this space, the students gain differentiated affective opportunities to act, depending on whether their bodies are surfaced as white-young-female or Chinese-young-female.

This research investigates the attitudes, working conditions, experiences, and job satisfaction of academic staff employed at offshore campuses. An online survey questionnaire was completed by 72 academic staff in 10 different countries, which included China, Malaysia, Qatar, the UAE, and Vietnam. It was found that the desire for adventure and travel, and to experience a foreign culture, were the most popular motivations for working at an offshore campus. Common challenges and disadvantages of teaching at an offshore campus are the lack of job security, support for research, academic freedom, and opportunities for development and advancement. However, such academics often have motivated students, smaller class sizes, greater autonomy at work, fewer meetings, higher disposable income, and less of the ‘publish or perish’ culture. Almost three-quarters of our research participants believe that it is possible to have an attractive career teaching in transnational education, at offshore campuses.

PurposeThe study has a two-fold purpose: first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers.Design/methodology/approachTotal interpretive structural modelling (TISM) was used to construct a theoretical model of partnering agility enablers, and cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to rank and segregate the enablers into independent, autonomous, dependent and linkage zones on the basis of their driving and dependence power.FindingsThe study helped in identifying eight enablers that can be instrumental in driving partnering agility in higher education. According to the TISM model, clarity on roles and responsibilities of partners was found to be the most crucial and vital enabler followed by resource sharing.Practical implicationsThe conceptual model provides a new direction on how to develop and strengthen higher education partnerships. The model has prioritized all the crucial enablers that the management can work around in order to drive partnering agility in higher education institutions.Originality/valueStudies in the past have majorly focused on academia–industry partnerships. This research has tried to provide a comprehensive view of the enablers and the multidirectional interplay between the enablers that can facilitate partnerships between academia and industry, Indian and international universities, and academia and community.

Transnational education (TNE) has grown significantly in developing countries but providing quality and scaling to large student numbers is a challenge for universities. Blended learning offers a potential solution for scaling at high quality. A large-scale project delivering a blended learning programme for TNE students in South-East Asia was evaluated. The aim of this research was to assess the students’ perceptions of the changes from predominantly face-to-face to blended mode. A student voice survey based on self-determination theory was administered to participating students (n = 1718) to assess their needs, satisfaction and frustration levels. All students found the online resources useful. Students who had experienced the previous delivery of education experienced higher levels of frustration. Conversely, students commencing after the changes had been implemented reported higher levels of satisfaction and lower frustration. Furthermore, mature-age students who attended evening classes perceived the blended approach more positively.

The expansion of transnational education has diversified the destinations and mobility patterns of academic and teacher expatriates (i.e. education expatriates). Emerging literature have explored w...

Organizational crossvergence is the identifying framework in this study of the emerging similarities between both educational systems and business systems in India and the United States. A sample of 237 international MBA graduates was examined relative to the education they received in a combined United States and India management program. They studied in both countries, and pursued careers in either country. We confirm that the applied value of advanced business education originating in India was enhanced, but not significantly surpassed, by the Western learning experience. The applicability of graduates’ acquired skills was as relevant for employment in India as in American organizations. Implications for policymakers resulting from the findings highlight the clear justification of deepening management education collaboration amongst educators and employers in emergent and developed markets.

The number of transnational education (TNE) higher education institutions (HEI) around the globe is on the rise. This study attempts to examine the motivational profiles of English for Academic Purposes (EAP) learners at a TNE university in Mainland China that uses English as the medium of instruction (EMI). Participants (N = 300) were primarily first- and second-year students enrolled in EAP classes. The study relied on an adapted version of a motivational questionnaire (Taguchi et al., 2009) to measure some of the most commonly researched motivation constructs. Findings suggest that these students had relatively strong Ideal L2 Selves, were confident in their linguistic abilities, viewed learning EAP as being beneficial for their lives, and desired to integrate with or become like members of their respective academic or professional communities. No meaningful significant differences were found between the motivational profiles of male and female students. This Work-in-Progress study serves as an initial step towards understanding the motivational profiles of EAP learners within the TNE EMI context.

Given the critical role of public policy in TNE arrangements of countries, and the fact that TNE partnerships are growing steadily in the Ghanaian tertiary education sector, a robust and resilient public policy environment is imperative. However, the public policy environment of TNE partnerships in the tertiary education sector in Ghana is unexamined by any scientific study to guide decision on TNE partnerships in Ghanaian tertiary education institutions (TEIs). Against this backdrop, this chapter examines the level of influence of public policy frameworks on TNE partnerships in TEIs in Ghana to ignite a national discourse on TNE regulation. A multiphase mixed-method research design, informed by exploratory and explanatory sequential designs was adopted for the study. The findings reveal that TNE partnerships are an emerging concept in the Ghanaian tertiary education system with less than 20% of the over 200 TEIs engaged in TNE partnerships. More importantly, the findings indicate that the policy environment of TNE partnerships of TEIs in Ghana is not sufficiently robust because no tailor-made policy regulatory frameworks exist to regulate TNE partnerships in TEIs. To this end, the study concludes that the existing policy regulatory frameworks for the Ghanaian tertiary education system are incapable of helping the country maximise the full benefits of TNE partnerships by ensuring win-win situations for TEIs engaged in TNE partnerships. In view of this, the study recommends that the government should develop a tailor-made policy framework for regulating TNE partnerships in Ghanaian TEIs.

The role of higher education institutions as active agents of globalization and marketization remains relatively little explored. Economic geographic perspectives are particularly well placed to investigate globalizing higher education as an important economic sector, in addition to its supportive role in the knowledge economy. Drawing on political economic and cultural economic perspectives on marketization and geographic fixes, the study analyzes the motivations and spatial strategies for geographic expansion of universities through the establishment of branch campuses. Based on qualitative interviews with key decision-makers of English universities, I argue that (international) branch campuses enable a range of geographic fixes for higher education institutions: a territorial fix through the geographic expansion and construction of segmented markets and a symbolic fix through the relocation of campuses to places that promise reputational gains. The rapid growth of British branch campuses abroad and domestically (in the global city of London) involve substantial financial and reputational risks and as fixes constitute only temporary stabilizations. The conceptualization of symbolic fixes, in addition to territorial fixes, may enable a more nuanced understanding of the role of space in the construction of segmented, yet relational markets that combines intersecting political economic and cultural economic logics.

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.

Purpose Despite the increasing number of transnational universities around the world, little attention has been paid to students who attend foreign universities in their own countries and their adjustment to the new learning environment. This study aims to examine some of the adaptations freshmen students have to undergo while studying at an American university in the United Arab Emirates (UAE). Design/methodology/approach This study is conducted at an American university in the UAE and involved 152 freshmen students, investigating their challenges to adapting to the university academically and socially. The target respondents were first-year students, typically 18–19 years old men and women of various majors and nationalities who completed high school in the country. Questionnaires were emailed to students; a total of 184 surveys were completed (with prior permission), but only 152 of those fitted the criteria and were used in the study. Findings Findings indicate that although these students study at home, by attending a foreign university many of them rely heavily on the support of peers, especially co-nationals. They require similar academic and emotional support from teachers as many first-year students at university do. Research limitations/implications The findings have limitations as data were collected at a single point in time through surveys. Being a single researcher, the study did not opt for breadth to answer the research questions but aimed to find out freshmen students’ challenges in adapting to the university. Despite the limitations of the study, several issues were raised that can be investigated in future studies. Originality/value The study provided insights into the challenges first-year students face at a transnational university in the UAE. It identifies the support that could be provided by the university to facilitate students’ successful adjustment process to the educational and socio-cultural environment of the university. Although this was small-scale research and cannot be generalized to a larger population, the findings could be transferable to other, similar settings in transnational universities in the region. Findings might be compared and contrasted to other, related cases, as the structural aspects could be noticed in similar cases or situations.

Recent nationalist and isolationist policies coupled with travel restrictions have prompted a shift in perspectives on the internationalization of higher education. Furthermore, criticisms surrounding issues such as the widespread adoption of English as a medium of instruction in higher education and quality assurance of transnational programs have emerged, with increasing calls for more inclusive models and greater emphasis on quality over quantity. This paper presents an evaluative study of a transnational Master of Arts in the Teaching of English to Speakers of Other Languages (MATESOL) program delivered in partnership by an institution in Singapore (SI) and a university in New Zealand (NZU) and designed for English language teachers from the Association of Southeast Asian Nations (ASEAN) region. Drawing on an impact evaluation, the paper identifies key design features in the program that contributed to its effectiveness as an inclusive model of English medium instruction (EMI) and internationalization in transnational higher education (TNHE).

The article argues for intersectionality as analytical concept for transnational education policy analyses of teachers’ work. We first lay out the conceptual and methodological groundwork, and then...

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.

Language and culture are intricately linked, and it is believed that the success of learning a language is affected by the culture of the language being learned. This study assesses the perceptions of Chinese students studying at an Anglo-Chinese joint college with regards to whether prior or existing knowledge and/or exposure to Anglophone culture(s) had or would improve their learning and if this also had motivated them to study in this joint college. The findings indicate students perceived a direct correlation between understanding Anglophone culture and the learning of English, and that gaining more knowledge about Anglophone cultures would positively affect their learning of English. However, this was not a significant motivation factor to pursue their higher education studies in the college. Most students stated that learning more about Anglophone cultural social interactions and popular culture would improve their English. Our results suggest the formation of a higher education community of practice among more senior students. As students progress through their course, they refer to their experience at university as their main exposure to Anglophone culture. Therefore, further developing students’ exposure to, and knowledge of, Anglophone culture might have a beneficial impact on their English language skills, student experience and prospects.

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

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 ...

Transnational education and English medium instruction (EMI) has grown in Asia in response to rapid globalisation. As a result, Vietnam has invested in creating new model universities that partner ...

It is common for higher education institutions (HEIs) in the United States (USA) to pursue internationalization through multiple approaches, including developing a global curriculum, hosting international students and scholars, promoting study abroad programs, and establishing cross-border partnerships. The push toward internationalized HEIs can contribute to the reification of Western imperialism, academic colonization, and inequality. In this chapter, we use equity as a foundation to analyze research on the concept of internationalization, the historical progressions of internationalization practice in the USA, and the multiple forms of internationalization practices at US HEIs. We articulate the potential for research on US higher education internationalization to be equity driven and offer considerations for how researchers and practitioners can center power and equity as they engage in investigating or implementing internationalization processes. We recommend interrogating how, by whom, and for whom internationalization is defined; using a structural lens that bridges internationalization to its primary driver – globalization – and viewing internationalization as the amalgamation of multiple complex practices.

Transnational education has experienced a phenomenal growth over the past decade. As a dynamic but complex phenomenon, transnational education involves the delivery of curriculum and educational pr...

Demonstrating the value of transnational education (TNE) to the United Arab Emirates, and Dubai in particular, is a significant research priority. As Dubai seeks to become a destination for interna...

This article investigates how the desire for Western credentials and transnational mobility reconcile with strong nationalist sentiments among Chinese students and how Chinese students’ overseas ed...

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...

Literature suggests that state–market relations in Asian transnational education appear as a hybrid of economic socialism and economic liberalism as well as of supra-territoriality and sovereignty....

PurposeThe research aims to assess the achievements and challenges of international branch campuses (IBCs) to date and to consider how IBC development may progress in the future.Design/methodology/approachThe article presents a review of the scholarly and grey literatures on IBCs. The commentary and discussion is structured around the objectives, perspectives and experiences of three key stakeholder groups, namely the institutions that own IBCs, students and host countries.FindingsSome IBCs have failed to achieve their student recruitment and financial targets, while others have been successful, often expanding and moving into new, larger, purpose-built campuses. In the last few years, several countries have announced their intention to become a transnational education hub, or at least to allow the establishment of IBCs. It may be reasonable to assume that when there is demand for a product, supply will eventually follow. IBCs will survive and prosper as long as they provide benefits to each of their main stakeholder groups (i.e. students, institutions and governments), and as long as the local demand for higher education places exceeds the total supply.Originality/valueThe article provides a comprehensive and up-to-date review of IBC developments and research during the period 2000–2020. The findings and conclusions will be of interest to both researchers and practitioners.

Prevalent notions of ‘education cities’ and ‘education hubs’ are vaguely defined, operate at blurry scales and tend to reproduce promotional language. The article contributes to theorising the geographies and spaces of globalising higher education by developing the concept of transnational education zones. Through an urban political economy lens, we review the relations between universities and cities, consider universities’ role in the political economy and understand universities as transnational urban actors. We exhaustively map the phenomenon of transnational education zones and empirically analyse cases from four cities (Doha, Dubai, Iskandar and Flic en Flac) with respect to their embeddedness in state-led projects for the ‘knowledge economy’, their vision for transnational subject formation and their character as urban zones of exception. The conclusion develops a research agenda for further critical geographic inquiries into the (re)making of cities through the development of transnational spaces of higher education that explores the relations between globalising higher education and material and discursive transformations at the urban scale. Leibniz-Gemeinschaft https://doi.org/10.13039/501100001664

In this ‘Speaking Out’ paper, we challenge contemporary orthodoxies in the field of ‘advanced structural’ internationalization of universities by focusing on significant, but neglected issues and challenges which arise from the current substantive developments in this field. By referring to ‘advanced structural’ internationalization, we want to distinguish between what might be broadly defined as internationalization at home and internationalization abroad, which we consider ‘structural’. ‘Advanced structural’ precisely because it involves transporting and re-engineering relations with governments, partners, students and other stakeholders and tends to be high risk, high commitment, and high cost. We ‘look’ at ‘advanced structural’ internationalization through the theoretical lenses of university autonomy. Since there is limited research at the intersection of international business and university autonomy, along with our experience, we draw on publicly available data relating to issues and challenges which arise from the pursuit of ‘advanced structural’ internationalization in higher education to construct an analytical narrative and ethical discourse appropriate to the radically changing structural, theoretical, and ideological realities we now face in this field. ‘Advanced structural’ internationalization poses serious ethical questions, which suggest that it does not have strong ethical foundations. In this conclusion, we are influenced by the degree of difference between university autonomy settings at home and the operation in the host country. The greater the disparity the more it is likely that the standards and practices which would be applied in the home environment fail to apply in the host. Hence, our thesis: ‘advanced structural’ internationalization of universities is unethical.

In this paper we share our experiences of working with creative research methods to explore HE teacher ‘becomings’ across a transnational education partnership between four universities, three in V...

Critical to the successful maintenance and survival of a transnational education partnership is the role of faculty. Our study documents the operational and social relationships between faculty teaching transnationally. Through interviews and observation, we find that informal communities of practice (CoP) spontaneously evolve, serving to improve faculty’s teaching and learning practice while in situ. The key to CoP effectiveness is members’ cultural intelligence and adoption of a reflective practice. These findings have significant implications for university internationalization practices. CoP should be nurtured and encouraged to develop organically in a transnational environment, and formally supported by university systems and processes. Furthermore, we recommend universities facilitate development of faculty cross-cultural capabilities. Our study contributes to international education and CoP literature through its rich and detailed portrayal of the development and operation of CoP, and mapped member participation, in a culturally distant situated learning environment.

The purpose of this research is to investigate the extent to which universities actively encourage students to participate in study abroad at an international branch campus (IBC) owned by the university. We suggest that the quality of information on study abroad provided by an institution in its website may be a good indicator of the institution’s ambition (or not) to have students moving from the home university to a branch campus for study abroad. The selected institution websites were subjected to mixed-method data analysis, which included a content analysis procedure. It was found that some universities appear motivated to achieve IBC-based study abroad and demonstrate the required marketing communication competencies required, while other institutions possibly lack motivation and/or marketing competency. To effectively promote IBC-based study abroad, we advise universities to address the student decision-making process, as suggested by the hierarchy of effects model.

Our analysis focuses on evolving global capitalism's production of high-skilled temporary migrant labour through the technology of special economic zones. Drawing on debates in economic geography on zones as globalised spaces of production and interdisciplinary scholarship on economic transformation in the Arabian Peninsula, we interrogate a relatively new type of zone that agglomerates foreign higher education institutions: transnational education zones. We conceptualise these zones as a distinct form of exceptional space produced by aspirations for a knowledge-based economy. Transnational education zones provide financial benefits and legal exemptions to state territory for international higher education investors who operate offshore campuses. By conducting a situated empirical analysis of transnational education zones’ logics and mechanisms in Dubai and Qatar, we show how these zones function as sites of circulation and containment that allow governments to harness globally circulating people and institutions for building a knowledge-based economy, while aiming to contain their social and political impact locally. While the underlying contradictions of simultaneous circulation and containment of knowledge and knowledge workers are modulated by the exceptional character of the zones, they cannot be fully resolved. In many ways, transnational education zones constitute a continuation of established strategies for economic development by exception that have been pursued by governments in the Gulf, which aim for global connectivity and rely heavily on controlling a temporary and contingent migrant workforce.

Understanding the post-colonial geographies of transnational education spanning France and Africa requires a closer look at the actors that facilitate and inhibit international student mobilities: transnational higher education institutions. Conceptualising offshore campuses as infrastructures of selective (im)mobility, we analyse how French business and engineering schools shifted their strategies from envisioning their campuses in Francophone Africa as ‘alternatives to migration’ towards facilitating various circulations. We show how French offshore campuses do not simply enact French migration and higher education policies but increasingly adapt to competitive pressures and demands of fee-paying students for mobility, thereby emulating ‘Anglo-Saxon’ market-oriented strategies.

The institutional setting for transnational education has gradually evolved from practices that provide limited exposure to those that offer a globalized experience, such as branch campuses or join...

This article draws on primary source materials to discuss the transnational spaces of nineteenth-century convent schools, which were founded and built by religious women (nuns). The article argues that it is necessary to study the teaching Sisters and their convent schools in order to glean insight into the transnational mobility of the teaching Sisters, and the exchange of ideas between women in education spaces. Equally, gendered readings of the convent as an education space are needed. This article attempts to contribute towards starting a discussion around the nineteenth-century convent school as a transnational female education space, which was defined and delineated by both external and internal forces.

This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.

Transnational education (TNE) has developed over the years as a branch of international education that focuses on cross-border teaching and learning through local partners and branch campuses in ho...

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.

The interest of students from various countries to study overseas have been increasing lately, resulting in a global trend. Their reasons could be different from one another. This study analysed student migration using different models and theories. Through qualitative research, using literary and ethnographic analysis along with transnational perspectives, this project analyzed the reasons behind student’s migration. The finding indicates that different theories and approaches show different reasons why the students migrate. Push-pull factor theory shows that factors from the home country and the host country can count as reasons for why students study abroad. World system theory shows how economically, politically, and socially powerful countries play an important role in attracting international students. The demand and supply models are related to the middle class who are eager to gain cultural and social capital through studying abroad. Finally, the global space approach has three poles to look at international student flows; one of which is the Pacific pole where English-speaking countries become popular destinations particularly among international students from Asian countries. This article suggests that if host countries want to market their education comprehensively, the host countries should give more space and easy access for the home countries of the outflows of student migration.

The article provides an explanatory critique of the engagement of Education International in the Teaching and Learning International Survey (TALIS), a programme coordinated by the Organisation for Economic Co-operation and Development. Drawing on research interviews, I adopt the framework advocated by Isabela and Norman Fairclough for analysing political discourse as practical argumentation, and the concept of institutional power resources. I show that the engagement of Education International in TALIS represents a strategy of getting involved in the politics of knowledge as a lever for teacher voice in transnational governance. On this basis, I discuss the space for challenge in transnational education governance, with a focus on the power capacity of Education International and the implications of enhancing institutional power resources within the context of an unfolding education policy field that is transnational in scope, thickening in its trajectory, and pluri-scalar in its nature.

Internationalisation of Higher Education is of key significance to universities across the globe. However, given the many ways in which comprehensive internationalisation can be manifested, challenges and opportunities can be found in encouraging and engaging staff and students, with a range of ventures which could potentially support and advance internationally-focused and meaningful activity and impact. Given global engagement with international Higher Education, it is also notable that alternative challenges and solutions emerge in different regions of the world, often through collaborative transnational education, and this can offer institutions and globally-minded academics opportunities, in line with accepted principles of knowledge diplomacy.Since internationalisation is a term which has different connotations for the various individuals and departments within any given institution, it is important to approach internationalisation activity with a clear strategy in mind. This paper presents a series of case studies which focus on the strategy, activities and projects devised by a University in the UK in order to support academic internationalisation in Higher Education. These examples are then considered in the context of transnational education with a particular focus on Uzbekistan. Examples are presented not in an attempt to suggest they offer perfect solutions from the West but rather in the ‘Silk Road’ spirit of internationalisation, to share good practice and to add to that knowledge through the experiences of others. This was very much the context at the ‘Internationalization and Innovation in Higher Education’ conference, jointly run by Westminster International University in Tashkent (WIUT) and the University of Westminster in the UK (WIUT, 2018), where the author delivered a paper on this same topic.

The scale of internationalization of higher education in the CIS countries, along with the impact of this process on the socio-economic and cultural development of the regions, once again demonstrates the need for its close study, analysis of the experience of other countries, evaluation of the results of previous research in this area. Thus, this paper attempts to characterize the main trends in the development of research on the internationalization of higher education by comparing the competen-cies of the CIS countries with the EU countries and some Asian countries. The article also discusses the phenomenon of multidimensional integration processes in higher education, analyzes the main facts that affect the process of internationalization.The aim of the study is a theoretical and methodological analysis of the constructive experience of internationalization of the educational process in EU and CIS universities.Research methods: structural analysis and synthesis development of foreign researchers allowed to isolate in the complex phenomenon of internationalization of universities the basic elements that have a decisive influence on the nature of the object of study; methods of comparative analysis, that allowed to establish the similarities and differences between the processes of internationalization of universities in advanced foreign countries and Kazakhstan, as well as an integrated approach, allowing to consider the phenomenon of internationalization of universities in its relationships and dependencies with other processes and phenomena in the context of globalization.The results of the study can be defined within the conduct of case studies of internationalization of European universities and the findings of prominent researchers, and, on this basis, to identify the need of implementation of internationalization processes actually contributing to the development of the modern University, improving its competitiveness on the internal and external market of educational services and research.

As transnational education grows in complexity, it is imperative degree-awarding institutions develop ways to ensure the quality of their offshore provision. Although agencies, such as the Quality Assurance Agency (QAA) in the United Kingdom and Tertiary Education Quality and Standards Agency (TEQSA) in Australia, safeguard standards through guidelines and reviews, it is vital degree-awarding institutions consider their own actions in the pursuit of academic quality. Although codes of conduct can guide quality assurance, this article suggests these documents are not enough to ensure quality education occurs. Offering a study of two Chinese–British transnational partnerships, this article identifies two key challenges that can affect the implementation of quality assurance at the operational level: time and cultural difference. The findings suggest that senior managers at degree-awarding institutions should consider how their structures and policies encourage and support the implementation of quality assurance at the operational level.

program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs. Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view. Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning. Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives. Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.

The 21st century has seen dramatic changes to education delivery which have widened the scope of transnational education and remote learning via various virtual learning environments (VLEs). Efficient remote teaching activities require students to be engaged with taught materials and academic staff, and for educators to be able to track and improve student engagement. This article describes the generation of a predictive mathematical model for students’ exam performance using VLE engagement indicators and coursework marks together to enable the creation of a model with a correlation coefficient of 0.724. This article examines the relationship of each of these variables with final exam marks, as well as the addition of personal related variable X on the generated model’s accuracy. The generated models show that each variable had a different impact on the prediction of the final exam mark. The results’ analysis suggests that coursework marks and total VLE page views were the major attributes, while personal factors were also found to greatly impact model accuracy. Considering the case of outliers, who were students with low VLE engagement achieving high exam marks, it is proposed that personal factors, such as behavioural factors and study style, also have a significant effect on student academic attainment. The generated model can be used by students to improve self-efficacy by adjusting their study style and by educators to provide early interventions to support disengaged students. This model can be replicated in different remote learning settings and transnational education, and the findings might be insightful for courses with remote learning strategies to investigate the key educational, personal and engagement parameters for students’ overall success.