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"Stitching Governance for Labour Rights: Towards Transnational Industrial Democracy?" by Juliane Reinecke and Jimmy Donaghey explores the problem of democratizing transnational supply chain governance. The authors argue that private regulation systems in developing countries marginalize worker voice, and propose a new paradigm informed by industrial democracy principles. The book focuses on the garment industry in Bangladesh, where the authors conducted interviews and observations to gather data. The authors analyze the power dynamics in supply chains, examine the role of unions and NGOs, and compare the governance structures of the Accord and the Alliance. They conclude that the Accord and JETI initiatives represent promising forms of democratic governance, but further progress depends on broadening the coalition of progressive forces. Overall, the book offers valuable insights into institutional processes that both facilitate and resist worker representation in transnational supply chains. [Extracted from the article]

This study examines the impact of intercultural learning, from the perspective of home versus host country, on the academic performance of Chinese students in an Australian university’s transnational education program. It integrates transformative learning theory and cognitive load theory as the conceptual framework and compares the academic performance of students who remained in China with those who went to Australia to complete the same Australian university degree. Using a difference-in-differences approach, our analysis revealed a significant performance difference between the Australia-based and China-based groups by year level after controlling for academic ability. The findings have practical and policy implications for student support and transnational education program management in Australian universities. The study highlights the need for tailored support to help Chinese (and possibly other international) students during their first year of arrival in Australia. It also calls for embedding intercultural learning into discipline-specific programs. [ABSTRACT FROM AUTHOR]

This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts. [ABSTRACT FROM AUTHOR]

The purpose of this opinion piece is to explore the potential of ChatGPT as a virtual assistant for transnational educators in the context of Finnish education export. It examines the possibilities and limitations of utilising ChatGPT to support short-term teaching assignments abroad. Utilising Su and Yang’s (2023) framework for using ChatGPT in education, it is argued that the cultural-linguistic, pedagogical, and practical support provided by ChatGPT can be highly effective and personalised, particularly in instances where it is difficult to offer timely support for short-term teaching abroad. However, it is recommended that users should exercise caution in evaluating the effectiveness of ChatGPT in achieving expected outcomes, consider the limitations of its capacity to generate accurate information and correct responses, and address ethical and legal considerations. [ABSTRACT FROM AUTHOR]

The sub‐discipline of historical geography in Brazil, in contrast to the Anglophone and Francophone scholarship, often tends to be overlooked by the northern disciplinary history of this sub‐discipline. In Brazil, historical geography studies emerged in the 1980s as a result of personal initiatives. Nonetheless, in the last few years, distinct generations of Brazilian historical geographers have contributed to this sub‐discipline's promotion and recognition, mainly by diversifying their methodological approaches and research interests. Undoubtedly, developing transnational academic networks and collaborations represents a crucial contribution. This review provides an overview of the main Brazilian historical geographers engaged in studying past geographies. It delves into the central themes they address and also examines the academic conferences and research groups responsible for establishing institutional spaces to foster the practice of historical geography in Brazil in recent years. In doing so, the review calls for a 'polyphonic' approach to historical geography, urging the inclusion of southern sites of knowledge production and embracing a diverse scholarship beyond the English‐speaking community. [ABSTRACT FROM AUTHOR]

Transnational education (TNE) – a form of education where learners study in a different country to the awarding institution has been increasingly prevalent globally. Vietnam is not an exception. This article explores university transition experiences of TNE students in Vietnam. Thematic analysis of 20 in-depth interviews with TNE students identified eight inter-related transition challenges associated with new learning environments and academic requirements, including English oral communication, freedom, career uncertainty, peer relationships, technology, self-directed learning, time as well as study workload management, and writing skills. Findings also revealed that students used different strategies to cope with transition challenges. Specifically, they applied a self-directed approach to adapt to the new environment and sought support from peers, lecturers, advisors, and the library to overcome transition difficulties. Employing a TNE student transition theoretical framework, this article discusses the role of students' relationship capital, resilience, and confidence in coping with the transition to university, and proposes transition support across three stages of the student journey: commencement, middle years, and senior years. The paper carries theoretical, policy, and practical implications for enhancing student transition experiences critical to TNE higher education. [ABSTRACT FROM AUTHOR]

Between 2018 and 2022, 23 foreign higher education institutions established a campus in Uzbekistan, resulting in it becoming the nation with the third largest number of international branch campuses globally, behind China and the United Arab Emirates (UAE). The purpose of this research is to understand the Uzbek government's and foreign institutions' rationales for engaging with transnational education (TNE) in Uzbekistan, as well as the founding and operational challenges, and the early outcomes. The data used in this study were obtained primarily from a range of expert stakeholders, who have expert and up-to-date knowledge on the development and operation of TNE institutions in Uzbekistan. Guided by our participants' views and the secondary data examined, an optimistic outlook is anticipated for higher education development in Uzbekistan. The paper concludes with sets of recommendations for local policy makers, TNE institutions, and host countries aspiring to elevate their higher education through TNE. [ABSTRACT FROM AUTHOR]

Japan has a longstanding history of shadow education, which has evolved, transformed, and extended beyond its borders. Japanese shadow education institutions, known as juku, have expanded worldwide, including in Asia, the US, and Europe, offering offline and online tutoring services mainly for Japanese expatriates. This study examines the role and features of juku, specifically in Beijing, Hong Kong, and Shanghai. It identifies 20 different juku, analyzes their types, and explains a different type of juku, the "Japanese cultural supplementary school," that caters to expatriate parents aiming to nurture Japanese culture and traditions in their children. Although the Japanese juku phenomenon has previously attracted the attention of scholars, there is a gap in the literature when it comes to transnational juku and its operation outside Japan. This paper contributes to informing scholars, policymakers, and the public on the transnational movement of shadow education as a global phenomenon. [ABSTRACT FROM AUTHOR]

Informed by translingual practice [Canagarajah, S. 2013a. Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge] and poststructuralist conceptualisation of identity [Norton, B. 2000. "Identity and Language Learning: Gender, Ethnicity and Educational Change." TESOL Quarterly 35 (3): 504–505], this qualitative case study explored the process of translingual identity construction and negotiation among a group of Chinese students in a joint education programme between China and the United States. Data were collected through semi-structured interviews and observations. Data analysis found that these Chinese students initially perceived themselves as deficient ESL speakers resulting from a lack of competence in English, but were able to transform this dilemma with the development of powerful national identities throughout their China-US transnational experiences. In order to claim ownership of English and membership in the host community, besides using standard norms of English to handle academic and social life communication, students developed translingual dispositions as well as translingual practices to supplement their communicative competence with expanded semiotic repertoire. The study extends previous discussions on identity by examining through an analytical lens as translingualism to explore students' identity construction and negotiation in transnational education spaces and provides implications for translingual-oriented language policy and ideologies in intercultural contexts to enhance outcomes of teaching practices and students' learning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article explores students' acquisition of cosmopolitanism through transnational education (TNE). It adopts a critical approach to educational cosmopolitanism, distinguishing 'ways of being' at the dispositional level and 'ways of doing' at the practice level, to unfold the contingency and multiplicity of cosmopolitanism as well as the underlying power dynamics between 'the West' and 'the rest' in a TNE context. Based on a case study of a British TNE institution in China, it examines students' predispositions in their decision-making stage, acquisition of cosmopolitanism during TNE experience and self-perceived changes and future aspirations afterwards. The findings show that TNE experience has largely facilitated their cosmopolitan 'ways of doing' in terms of language competence, foreign encounters and cultural taste, where both consistencies and inconsistencies with their previous 'ways of being' emerged. On the one hand, their performance of cosmopolitanism was situational and limited when it came to non-academic foreign encounters and seemed to be banal and strategic rather than reflexive and ethical. This was foreshadowed in their predispositions in which Western-centrism, consumerism and instrumentalism were more evident than cosmopolitanism. On the other hand, TNE experience enhanced their openness and adaptability, and also provoked cosmopolitan orientations in future aspirations, with potential ethical implications of bridging the boundaries between different social groups and ethnicities. This study thus recommends that TNE institutions further incorporate a more inclusive and ethical approach, moving beyond an essentialist, normative framework of cosmopolitanism and departing from narrowly defined 'Western' competencies that are instrumentally oriented towards global position-taking. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The world has been experiencing huge upheavals since the COVID-19 crises. Conflicts caused by opposing ideologies, economic-political agendas and realities are rampant within or across borders. Such unsteady circumstances contribute to shifting how Transnational Education (TNE) occurs worldwide, as well as the scientific, epistemic and educational discourses that go with it. Anchored within critical interculturality, this paper explores the concept of 'inter-ideologicality'. The study looks at short-term online international student mobility to demonstrate how students from China and Finland navigate and negotiate ideologies around the concept of culture in intercultural research and education. The study also employs Wang Chong's perspectives on criticality to identify emerging ideologies in the co-construction of criticality in students' online cooperation. Findings reveal that (1) two ideological orientations, nationoriented and society-oriented, developed during discussions about culture; (2) Finnish students used a specific form of reasoning to contradict Chinese students' thoughts about Finland by means of criticality towards the nationoriented ideology; (3) Chinese and Finnish students employed questioning and challenging to help each other be aware of something left unsaid about the status of women in their societies within the society-oriented ideology. The study represents an important meta-approach to intercultural communication education within internationalization of Higher Education, aimed at supporting mobile students to reflect critically on the scientific and educational notion of interculturality rather than providing them with ready-made recipes as to how to communicate and behave interculturally. [ABSTRACT FROM AUTHOR]

This study is a sociolinguistic exploration into the survival of a transnational language in the United States-a multilingual and multicultural environment. Using an adapted General Ethnicity Questionnaire, it interrogates the social dimensions of heritage language use and the diverse linguistic experiences of 120 first-generation Yorùbá-English Nigerian Immigrants living in New York, Texas, and Maryland. It also conducts structured interviews with 30 of them. The study tests two hypotheses that examine the significance of age and length of stay on heritage language use. Findings reveal that first-generation Yorùbá-English Nigerian Immigrants report high frequencies of heritage language use with their co-ethnic peers as well as in their self-created micro-linguistic markets. Results also show that age and the length of stay are significant to heritage language use in the United States. Finally, these immigrants create enabling environments where the heritage language is used frequently, ensuring continued use and survival. [ABSTRACT FROM AUTHOR]

Legacies of Chile's democratic crisis pose challenges for workplace gender equity. This paper brings together scholarly debates on gender regimes and factory regimes to examine the gendered labor practices in a high‐tech, transnational agricultural sector. Specifically, I ask how gender regimes and regulatory practices entrenched in Chile's authoritarian past shape labor dynamics in this industry today. I argue that we must look to the past to understand how firms benefit from unequal social relations embedded in institutions and for identifying mechanisms of change. I document how the neoliberal and authoritarian policies of the democratic crisis in Chile (1973–90) became the baseline conditions in democracy, leaving stark gender and labor inequalities that persist today. The resulting neoliberal pact continues to privilege elites and marginalize the working poor, especially women, contributing to the slow‐brewing inequality crisis that came to a head in 2019. Based on ethnographic observation and semi‐structured interviews in Arica, Chile, a major hub for corn seed development, I show how these legacies enable firms to benefit from Chile's unequal gender relations to develop high‐value products without paying the price associated with the skill needed to produce them. I find that conservative gender norms together with labor relations inherent in Chile's neoliberal model, rooted in a 17‐year dictatorship, create obstacles to efforts to address gender inequality. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Comparative & International Higher Education is the property of Comparative & International Education Society Higher Education SIG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learnercentred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported. Design/methodology/approach: The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards. Findings: Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations. Originality/value: This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics. [ABSTRACT FROM AUTHOR]

The literature on fifteen years of European crises leaves the reader with a puzzle. Prominent accounts of the longest crisis – that of the euro area (EA) – assert that the EA is deeply divided between North and South, with Central Eastern European (CEE) member states being ignored. This makes it hard to explain how the union has managed to reform since 2008 and especially during the Covid-19 pandemic. Scholars have started to talk of transnational coalitions, but they equate coalition-formation with bringing together the like-minded, typically over solidarity versus sovereignty and more or less integration. However, coalitions of the like-minded are typically too small to sustain reforms and compromise has to be sought with others who have different preferences. To establish empirically how stable or fluid transnational coalitions are, we exploit the EMU|Choices database (Wasserfallen, Leuffen, Kudrna, and Degner 2019) [Analysing European Union decision-making during the Eurozone crisis with new data. European Union Politics, 20 (1), 3–23] on EA reforms and our own original data on Covid-19 reforms. Our findings show a stable pattern but no geopolitical divide – coalitions have varying CEE members. These findings can provide a basis for developing a more plausible conceptualisation of transnational coalitions. [ABSTRACT FROM AUTHOR]

AbstractThe widely accepted globalization of innovation entails two interrelated undertheorized aspects: (1) the capacity of certain firms to orchestrate transnational innovation systems appropriating successful results, which some have explained with the concept of corporate innovation systems (CIS), and (2) the co-existence of such globalization with those CIS and national innovation systems. I address these matters analysing US Big Tech artificial intelligence (AI) CIS showing that they combine multiple mechanisms to co-produce and appropriate AI. I propose ‘frenemy’ to describe Microsoft’s strategy because many Chinese organizations and even direct competitors integrate its CIS. ‘University’ symbolises Google’s strategy, given its focus on fundamental AI, its central place in the AI research field and appropriation mechanisms that are not translating into clear business advantages. ‘Secrecy’ defines Amazon’s strategy, maximizing knowledge inflows while minimizing outflows. Facebook, with the narrowest AI CIS, exhibits an ‘application-centred’ strategy. Ultimately, this paper contributes to understanding the multiple mechanisms used by leading corporations for controlling and shaping frontier transnational knowledge production and appropriation. By doing so, it advances our knowledge of the interplay between different innovation spheres (national, global and corporate) and highlights the dangers of CIS’s encroachment of national and global systems. [ABSTRACT FROM AUTHOR]

The rise of transnational and transcity education consumption suggests the increasingly important role of the capability to move in order to access quality schooling. Studies have examined the multidimensional inequalities underlying translocal education consumption. However, the role of mobility itself is not sufficiently understood. Two questions are rarely asked: (1) How is the capability to move acquired and practised to bring about translocal schooling consumption? and (2) How does the disparity in the capability to move restructure the established intergenerational capital transmission mechanism conceptualized by Bourdieu? This paper answers by theorizing a mobility-mediated, education-based intergenerational capital transmission mechanism. This framework is built upon a theoretical engagement among John Urry, Pierre Bourdieu, and Neil Smith. We substantiate this framework by examining a student migration regime in Sichuan, China. Attention is paid to the inclusion/exclusion of hypermobility-based schooling consumption regime. Empirical analysis is performed by the comparison of two social groups: (a) the middle-class households who employ mobility to chase after the footloose prime schooling resources and thus materialize their class reproduction strategy and (b) the immobile remainder who are stuck in a location deprived of quality schooling resources. [ABSTRACT FROM AUTHOR]

Enhancing student engagement yields a multitude of benefits for students. It not only improves their satisfaction but also increases their motivation, enriches their learning experience, reduces their sense of isolation and ultimately enhances their academic performance. However, Chinese students in transnational education are known for being silent in the classroom. With overwhelming and consistent research findings in the pedagogical literature that participation in class discussion and asking questions are crucial activities that cultivate independent learning skills and develop the ability to apply knowledge, how to get Chinese students to speak up in class has clearly become an issue of concern to educators. Informed by the UK professional standards framework (UKPSF) and underpinned by Brookfield's four lenses model, this action research examined and confirmed the positive effect of using both personal‐related and course content‐related icebreaker questions at the beginning of the class to increase Chinese students' engagement. It also identified different effects these two types of questions might have on students' engagement and the potential concerns associated. [ABSTRACT FROM AUTHOR]

Transnational online education has become an emerging trend in promoting academic collaboration and exchange in higher education during and after the pandemic. Guided by the learning ecology framework, we conducted concurrent mixed methods research by distributing an online survey to Chinese students (N=51) to collect quantitative and qualitative data. This helped us deeply understand their experiences and perceptions of a cross-cultural online learning environment in the United States. We applied multiple regression and thematic analysis to analyze the data. The merging of both types of data analysis indicated the confirmation of the importance of discipline-based English learning environments, the transformation of online learning practices, the insufficiency of student-to-instructor interactions, discordance of technological self-efficacy and the disadvantages of technology-assisted instruction, and discordance between the usefulness and difficulties of learning activities and assessments. We further discussed appropriate strategies and techniques to promote online teaching and learning excellence in transnational distance education. [ABSTRACT FROM AUTHOR]

This article reports on the first results of the educational model piloted in EUTOPIA, a transnational university alliance established under the European University initiative. We discuss the theoretical underpinnings and core principles of our model which seeks to enable students, academics and societal partners to form Connected Learning Communities through enhancing existing learning activities and practices in teaching and learning. We elaborate on the value added of our model for developing a diverse portfolio of activities and a dynamic structure that has the potential to offer international learning opportunities to a large and diverse group of students, academic staff and societal partners. We close the article with recommendations for the results of European University Alliance pilots to reach their full innovation potential. [ABSTRACT FROM AUTHOR]

Educational provision within transnational partnerships arrangements has come under increased scrutiny in recent years. This lightning talk focused on the creation of a Professional Development Series (PDS) initiative in the transnational educational partnership work at London Metropolitan University designed to strengthen cooperative, dialogic practice and to embed a strong communities of practice approach (Wenger, 1998) within partnership work. The PDS programme ran in the autumn of 2023 with hourly sessions roughly twice a month. It sought to bring together partnership educators from all backgrounds (including frontline teaching educators, library staff educators and educators in quality and governance) and included education-focused sessions (‘Evaluating the quality of learning and teaching’ and ‘Supporting learners who are struggling with their studies’), research-focused sessions (‘Understanding research ethics’ and ‘Exploring quantitative research’), graduation-focused sessions (‘Embedding employability in HE curricula’), and a session dedicated to partnership work (‘Working successfully in partnerships’). Conroy’s lightning talk outlined the starting points and principles underlying the PDS before discussing how to design and run Learning Development initiatives in transnational education, including points around initial reconnaissance work, pragmatics, tone, and how to foster dialogue and interaction within session spaces. Attention then turned to evaluating what may amplify or diminish the success and impact of such programmes and finally raised discussion points intended to spur debate among conference delegates around the boundaries, parameters, and desirable points of emphasis for Learning Development initiatives in transnational educational provision.

The number of students studying through transnational educational (TNE) arrangements at UK higher education institutions (HEIs) has grown considerably over the last decade. Universities UK (2022), drawing on 2020/21 data, reported that 162 HEIs engaged in TNE arrangements with 228 countries. TNE provision encompasses diverse delivery methods, including dual awards, joint awards, double degrees, and franchised or validated arrangements. HEIs grapple with enormous operational complexities in delivering partnership course arrangements. One fundamental challenge is delivering partnership courses that reflect meaningful collaborative work between host and partnership institutions (producing more engaging, creative, and inclusive learning experiences), while also ensuring parity of high-quality educational provision between the institutions. This session was intended to facilitate discussion around how partnerships can navigate these complexities, build a climate of respectful and open dialogue, and successfully deliver high quality, innovative environments for all learners. In doing so, it centred around three core questions: • How can HEIs involve partners in more meaningful, sustainable ways in educational provision? • How might TNE work help HEIs understand their own internal partnerships more clearly? • Where could or should TNE provision in higher education go from here?

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. [ABSTRACT FROM AUTHOR]

Joint Institutions are created from two different universities joining together to create a collaborative research and education effort. Compared to traditional universities, several unique challenges present themselves from this arrangement. We are especially interested in the student experience at UK-China Joint Institutes. We therefore organized a conference with the UK-China Joint Institute Alliance to aggregate knowledge on this issue. This paper summarizes the topics presented and discussed at the conference including: student learning and methods with which to measure and improve it, monitoring and incentivizing student engagement, the transition period from high school to university, teaching evaluations of staff, and lastly, learning and teaching during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Transnational routes such as direct-entry have become a more attractive option for Chinese students, due to the pandemic-imposed travel restrictions in China. The rise of Chinese direct-entry students can potentially lead to a significant increase in demand for academic and non-academic support not only after their arrival, but also before their departure from China. By applying Schlossberg's transition theory, this paper seeks to develop a good understanding of the academic and social belonging of Chinese direct-entry students in the UK through re-analysing the portraits (written narratives) of a previous research project. The findings indicate that these students were feeling disconnected from the academic and social communities. The factors affecting their sense of belonging are described using the 4S framework, namely self, strategies, situation and support. The paper ends with recommendations to key university stakeholders on how the partner institutions in China and the UK can help enhance a sense of academic and social belongingness of Chinese direct-entry students. [ABSTRACT FROM AUTHOR]

This longitudinal study explores changes in self-efficacy and motivational beliefs for learners beginning to study via English-medium instruction (EMI) at a transnational university in China. Following first-year local Chinese students over their first semester of learning via EMI, the study focuses on changes in learner self-efficacy beliefs towards lecture listening alongside task value, intrinsic goal orientation, and extrinsic goal orientation. It draws upon questionnaire (N = 412) and interview data (n = 34) to show significant gains in student self-efficacy due to (1) enactive mastery experiences and (2) the development of strategies for mediating the impact of negative affect. A midterm drop in the strength of intrinsic goal orientations contrasted with a greater focus on extrinsic factors, indicating that as students transitioned to the EMI environment, short-term extrinsic factors were of greater importance. However, findings indicate a rebound in the importance of intrinsic factors due to stronger self-efficacy and self-appraisals of success in EMI study, indicating a relationship between efficacy beliefs and intrinsic value orientations. The results contribute to the currently limited research on learner motivation development during transition into EMI transnational higher education. [ABSTRACT FROM AUTHOR]

The book "Beyond the Boomerang: From Transnational Advocacy Networks to Transcalar Advocacy in International Politics" edited by Christopher L. Pallas and Elizabeth A. Bloodgood explores the changing landscape of advocacy and the struggle for rights in the global context. The book introduces a new model of advocacy called transcalar advocacy, which goes beyond the traditional boomerang model. The authors provide examples from different parts of the world to illustrate the need for this new model, highlighting the role of local actors, local governments, and new methodologies in advocacy efforts. The book also discusses the challenges faced by civil society organizations, including crackdowns by authoritarian regimes and the shrinking space for civil society. Overall, the book offers valuable insights and analysis for scholars and practitioners interested in the field of advocacy. [Extracted from the article]

Based on the first ratings of international branch campuses (IBCs) by Dubai's Knowledge and Human Development Authority (KHDA), which are further supported by findings in the literature, we investigated students' institution choices and satisfaction, focusing on country of origin and campus environment as possible key influences. The study adopts an inductive qualitative research design involving semi-structured interviews with 53 IBC students in Malaysia and the United Arab Emirates (UAE). We found that an IBC's country of origin influences both students' institution choices and students' overall satisfaction with their institution. Although we also found that campus servicescape and facilities impact upon students' institution choices and satisfaction, these were secondary when compared to education-related factors. We conclude that while a favourable campus servicescape may contribute less to overall student satisfaction compared to other factors, a campus environment with poor or inadequate facilities and equipment may result in student dissatisfaction. [ABSTRACT FROM AUTHOR]

Taking the example of educational biographies of alumni of an IB World School in the Lisbon region, the article aims to explore the potential of the concept of transnational educational spaces for biographical research. We focus on the biographical stage of transition to higher education as a crucial phase of students' biographies where we can observe constructions, reconfigurations and passages between (transnational) spaces. Our results show a bias to the British system at the transition to higher education, which also has implications for regarding the IB schools as transnational educational spaces. [ABSTRACT FROM AUTHOR]

This study explores the experiences of international staff in Egypt and Trinidad who undertook a UK-based teaching development course provided by the London University who were validating and franchising the offshore courses they taught. Such transnational education (TNE) is a significant but under-researched area of Higher Education and continuing professional development opportunities for TNE teachers have been limited. Participants shared insights into transmissive and transformational aspects of the course, revealing the complex interplay between individual and cultural assumptions critiqued here through a neo-colonial lens. We draw implications from our data for academic developers in general and, in particular, for those working in international and intercultural partnerships. [ABSTRACT FROM AUTHOR]

The article discusses the importance of complaints systems in improving private labor regulation in global value chains, using the Fair Labor Association (FLA) as an example. It highlights the significant limits that impede workers' outcomes and advocates for national, societal, and business improvements to system performance. It emphasizes the need for broad reforms to improve the effectiveness of complaint systems across private regulatory initiatives.

To achieve its economic and social development goals, the Uzbek government has established a vibrant transnational education sector. At the start of 2024, Uzbekistan had 38 transnational higher education institutions, including 30 international branch campuses. This has resulted in the country becoming host to the third largest number of international branch campuses globally, behind only China and the United Arab Emirates. This article considers why and how Uzbekistan implemented its transnational education strategy. [ABSTRACT FROM AUTHOR]

Transnational education (TNE) has experienced significant growth recently, with more students enrolling in TNE programs and more institutions involved in TNE. This article develops a framework that captures the impacts of TNE on local education systems and explores the host country's perspective on TNE. TNE is crucial in bridging the gap between supply and demand for higher education, supporting access for disadvantaged groups, and capacity building. It supports nations' aspirationS for an international student hub. [ABSTRACT FROM AUTHOR]

The article discusses the author's personal journey and reflections on the relationship between food, nutrition, and health. The author shares how they have rethought their own relationship with food and made changes to their food choices and cooking practices. They also express concern about the lack of food choices for many people and call for strategies to create spatially just food futures. The article also provides a brief overview of the other articles featured in the journal issue, which cover topics such as climate capitalism, the COVID-19 pandemic, and urban forests. [Extracted from the article]

This paper contributes to debates about the globalisation of higher education by providing a pioneering geographical exploration of Chinese–foreign cooperation in running transnational higher education, or TNHE, programs. Departing from widespread neoliberal and postcolonial critiques of TNHE, which tend to emphasise liberal market forces and Anglo‐American hegemony in the circulation of academic knowledge, our study examines how the Chinese state's developmental targets, strategic policies, and political–ideological considerations have shaped the evolutionary trajectory, geographical distribution, and cross‐border connections of China's TNHE programs. We demonstrate that the place‐based development of TNHE is mediated by governments' interventionist policies and embedded in existing higher education regimes, especially in the context of East Asian developmental states. By maintaining a higher education system dominated by public universities and by being the ultimate examination and approval authority, the Chinese government both determines the status of TNHE in the national higher education system, constrains the typologies and sources of knowledge flows, and shapes the national landscape of TNHE development. The territorial geographies of TNHE thus reflect complicated interactions between the state and the market, the global and the local, and economic and political/cultural forces. [ABSTRACT FROM AUTHOR]

This study takes a transformative learning lens to gain insights into Western foreign teachers' identity as educators and professional confidence in online teaching at a Sino-British university. The biographical narrative interpretive method was used for data collection and analysis. The researcher gathered critical incidents during the pandemic through in-depth interviews with six Western foreign teachers. Western foreign teachers encountered dual-dimensional challenges: one related to cultural differences in teaching and the other caused by a shift to online teaching. Western foreign teachers' belief in their professional identity as educators anchored by their pedagogical and curricular rationales helped them overcome workplace challenges. Through action-taking and critically reflecting on their experiences, Western foreign teachers gained skills and competencies that promoted their confidence in transnational education. This study developed a framework to explain teacher identity as educators and professional confidence development in teaching as an iterative process led by transformative learning. The reflective practice serves as a medium to help Western foreign teachers construct experiences in unfamiliar situations. The study makes a practical contribution to understanding Western foreign teachers' professional development, which can be used for recruitment and retention. [ABSTRACT FROM AUTHOR]

In this article we conceive of the Open Master, a new form of Transnational Education, as a means of enhancing accessibility to specialist expertise in Quantum Technology. Through participatory action research conducted during the setup and operation of a pan-European pilot project, the QTEdu Open Master (QTOM), we examine the viability of this educational model to offer flexible learning opportunities to STEM Master's students through the setup and year-long operation of an online course exchange platform. A crucial lynchpin in the Open Master model are the mechanisms of local accreditation available for the awarding of credit, which we divide into distinct course types varying in formality and applicability. Furthermore, we have elucidated the strategies taken by staff to successfully implement the Open Master and benefit from its transformative value, building long-lasting communities within and between faculty, and scaling up educational offerings across Europe. With this research, we reflect on a possible future for QT Education. [ABSTRACT FROM AUTHOR]

Sino-foreign cooperative universities (SFCU) represent the advanced manifestation of transnational education in China and has profoundly shaped the country's higher education landscape. Despite the tremendous development of SFCUs, there is limited research on the motivations and driving factors of students choosing to study at SFCUs. To bridge this research gap, this study employs the grounded theory approach to examine why Chinese high school graduates choose SFCUs as study destinations. This study reveals that Chinese students' choice of SFCUs results from personal considerations, institution-level characteristics, and social contexts. A theoretical framework is further proposed to better understand Chinese students' motivations behind their choice to SFCUs. We also draw theoretical contributions on students' mobility and marketing strategies that attract Chinese students to study at SFCUs with the findings. [ABSTRACT FROM AUTHOR]

The reviewed book, "Gender Diversity and Sexuality in English Language Education: New Transnational Voices," edited by Banegas and Govender, addresses the lack of gender and sexuality diversity in English Language Education (ELE) curriculum and practice. The contributors use theoretical, critical, and (auto)ethnographic approaches to challenge the hetero-patriarchal normativity of ELE pedagogy. The book explores various topics, such as queer critical literacies, collaborative online international learning, gender-queer visibility in picture books, and the impact of gender stereotypes on language performance. While the book offers valuable insights, it is criticized for excluding trans perspectives and non-Western embodiments of gender variance. Overall, it provides a reflective guide for promoting gender and sexual inclusivity in ELE. [Extracted from the article]

The simultaneous global growth in higher education's student population and demand for English-medium instruction (EMI) have created various models of transnational education (TNE) partnerships that use EMI to recruit students and increase opportunities for international collaboration. Inevitably, in transnational collaborative efforts, stakeholders have far more conflicting considerations as they navigate multiple countries' academic policies and norms, diverse student, staff and faculty expectations, and the myriad of linguistic and cultural differences. In response to these concerns, this qualitative case study analyzed instructor discursive positioning in a TNE partnership between a US and a Vietnamese institution. Using a collaborative action research approach, this article features the experience of two instructors teaching in a TNE partnership using an EMI model in Vietnam. Using identity and positioning theory as guiding theoretical frameworks, instructors' and students' discourses were thematically analyzed. The findings reflect dominant discourses and language ideologies surrounding the "Englishization" of higher education, in addition to highlighting stakeholders' challenges of working between two institutions and having conflicting responsibilities as both instructors and administrative staff. Similarly, the students' interview data reflected their navigation of being participants at two universities with different academic systems and norms. [ABSTRACT FROM AUTHOR]

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About ten per cent of Egyptian students are registered in 27 private universities and four private community universities in Egypt, amounting to 300,000 students studying in 169 faculties. Based on resident field experiences and drawing on communications with senior university managers in two private universities spanning six years, this research argues that a number of challenges persist in the implementation of transnational education in Egypt. Through the prisms of rational choice theory and institutional theory, it is found that underfunding, political interference (including ‘pedagogical balancing’) and negative norms set by university owners, managers and students alike, compounded by macro-economic instability, have had a major impact on the student experience and wider society. The findings are to various degrees applicable to other states in the Middle East, Africa and the wider Global South, as well as primary foreign stakeholders, such as the United Kingdom in this case. [ABSTRACT FROM AUTHOR]

Despite the lifting of COVID‐19 restrictions eventually, the destabilising consequences of the pandemic on migration persist and continue to worsen. Based on in‐depth interviews with 25 Chinese international students, this paper asks what new forms of education transnationality are being introduced by the intersection of digital mobility and physical immobility. Using Henri Lefebvre's (2004) rhythmanalysis, we understand stay‐at‐home international students' sensual and physical experiences as palpable aspects of daily existence that not only constitute transnational lived temporalities but also trigger 'small accidents', leading to potentially larger‐scale temporal changes. By attending to the dynamic interaction between their agency and the external structure, we conclude that situated corporeal and emotional suffering, embodied transitioning strategies, and changes to mobility pathways make up the fabric of the immobile everydayness of the new 'grafted transnationalism'. This paper contributes to the existing scholarship on transnational education by highlighting the dual sense of exclusion that students experience in both corporeal and social time, as well as the multilayered possibilities of reorientation as their way of regaining control of dyssynchronous rhythmic encounters. It also sorts out the implications of lifetime geography on students' differentially distributed vulnerability and susceptibility when facing life course disruptions. [ABSTRACT FROM AUTHOR]

Contributing to existing studies on global circuits of knowledge and labour, this paper presents a case study of Andy – a Chinese doctoral student in the UK – and looks at his transition from higher education to later joining the labour market after returning to China through the lens of personality traits. It draws upon literature on language socialisation and sociolinguistic studies of mobility, focusing on how social actors navigate transnational higher education and the consequences on professional development in a neoliberalising market economy. It aims to investigate how (in)appropriate personhood – as manifested in recurrent personality attributes – is enacted and negotiated in specific learning contexts in Andy's trajectory and the impact on employability, with various types of data consisting of participant observation, interviews, and relevant materials. The analysis suggests that Andy has been trained to engage communicatively with academic tasks in higher education settings. However, Andy considers himself lacking certain personality variables that could align with the criteria of a "good doctoral student" depicted by the institutions, such as being independent, motivated, and self-disciplined. Andy gradually shows disorientation in an academic career, albeit finding his inadequacy to perform the desired professional personhood in a labour market that values working experience and communication skills over education certification. This process explains why sometimes the expected communicative repertories and training acquired in higher education are not transferable into valuable resources that Andy can mobilise to become employed. This paper argues that neoliberal rationality has stratifying effects on individuals primarily due to an emphasis on self-responsibility and constant improvements. In transnational higher education, certain personality traits are considered desirable and lacking such characteristics can have side effects on mobile actors like Andy, who navigate the globalising labour market through uncertainty and precarity. [ABSTRACT FROM AUTHOR]

Guided by the system-focused perspective (Beltman, 2020. Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience. Springer. ) and the transdiciplinary framework (DFG, 2016. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47. ), this study adopted a qualitative phenomenological approach to explore how two Chinese language teachers in an EMI transnational university developed their collective resilience when navigating challenges through resources across micro-meso-macro levels of contexts. Multiple data sources were collected from government and institutional policy documents, in-depth semi-structured interviews and written reflections over four months and were analysed through phenomenological analysis and content analysis. The findings revealed the salient role of the multi-layered contexts in teachers' resilience-building processes, which motivated them to achieve the synergistic development of individuals and the institution through collaborative efforts. This study particularly pointed to the importance of conceptualising the contextual features as agentive in shaping collective resilience. We thus propose a multi-layered model for understanding the complex interactions of language teachers' collective resilience within this specific context of a transnational university, in which the three levels of contexts may be engaged in constant interactions to achieve a conceptual equilibrium. The study concludes with implications in regards to expanding our current understanding of the ways in which language teachers need to be supported throughout their resilience-building process and professional development in the long run. [ABSTRACT FROM AUTHOR]