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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 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]

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]

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]

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]

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]

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]

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]

This study adopts a critical phenomenological approach to explore the impacts of COVID-19 on the transnational educational experiences of Chinese college students in short-term academic exchange programmeshosted by universities in the United States. This study uses concepts of cosmopolitan capital and ambiguous loss to interpret the pandemic experiences of Chinese students. Accordingly, the current study promotes scholarly conversation about the meanings of global student mobility in the time of COVID-19, especially international exchange students who have missed learning opportunities in their academic, social, and cultural lives and have lacked social and emotional supports. Overall, this study expands the growing body of evidence on the impacts of COVID-19 on global student mobility and provides critical insights into the nexus between cosmopolitan elite positions and structural problems of the cosmopolitan social hierarchy within the specific cross-national context of higher education between the U.S. and China. [ABSTRACT FROM AUTHOR]

In this article, we conceptualize a new model of transnational education: the open master. Arising from higher education for emerging fields such as quantum technology and artificial intelligence, the open master addresses the urgent need for advanced digital skills. We consider how, using distance education, specialist courses can cross borders to reach students for whom they would otherwise not be available. Within the pantheon of transnational education modalities, the open master, based on the principles of open, distance, and flexible learning, is not limited by pairwise institutional partnerships, instead relying on local accreditation, the means by which students receive credit for their studies conducted through the open master. Within European universities, these primarily utilise special courses (A) and opening new courses (B and C). Here we reflect on the role of the open master on the path toward the future: creating a truly open ecosystem for specialist higher education. [ABSTRACT FROM AUTHOR]

This paper problematizes the neglect of spatiality and materiality of international branch campuses in extant studies and challenges the predominant representation of transnational education students merely in terms of their corporeal immobility. Based on a case study of a UK international branch campus in China, this paper incorporates interview narratives and ethnographic observations to reveal the students' experiences and imaginations, and to delineate the unique texture of the spatiality of the campus. In examining the dynamic interrelations between imagination, materiality, and (im)mobility in transnational educational spaces, this paper highlights the students' imaginative process, in which spatial imagination and imaginative space (re)produce each other and are complicated by the various sources of power at play. The international branch campus thus functions as an infrastructure of im/mobilities, which is both locally embedded and transnationally connected; it enables students' imaginative mobilities, transforming them into 'imaginative travellers' who have never physically been abroad but whose being and belonging are constantly negotiated by their everyday experiences in a mobile educational space. [ABSTRACT FROM AUTHOR]

Despite the rapid development of TNHE over the past decade, research studies on students' perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using both surveys (328) and follow-up interviews (40) from students at two Anglo-Sino programmes, this study explores students' perceptions and experiences of teaching and learning in TNHE in China. Drawing on the five components of the intercultural dialogue framework, this paper reveals that Chinese students' experience of teaching was fragmented not least through a mixture of cultural approaches to pedagogy including a teacher-centred approach by the local Chinese teachers and a student-centred approach by the foreign teachers, with the latter generally preferred by the students. The findings yield several important implications for contextualized curriculum and careful consideration of the TNHE learning environment in China. [ABSTRACT FROM AUTHOR]

Transnational education is rather common in the Gulf Cooperation Council (GCC) countries, with among the highest TNE enrolments of any region worldwide. Approximately a third of the Omani students in higher education are registered in programmes offered transnationally, and a UK university is the main provider. The aim of this study was to identify the challenges that Omani students perceive when studying in transnational education by means of a survey and in-depth follow-up interviews. The findings show that challenges relate mainly to students' adaptation to transnational higher education pedagogies, the challenges of academic writing, and challenges related to the international or UK culture of the programme. It argues in favour of widening the definition of contextualisation from simply including local examples to a pedagogical approach in TNE that supports students in dealing with their challenges in the TNE contexts. [ABSTRACT FROM AUTHOR]

Active teaching and learning support pedagogies typically require student vocal participation in the classroom. However, very little is known about strategies used to promote student voice especially in teacher-dominated classroom cultures in many parts of the developing world. This paper reports action research that explored student responses and challenges to the use of student-produced audio podcasts in teaching a module focusing on Africa in a transnational university in China. Mixed methods involving a written questionnaire and mechanical reviews of student essays vindicate student podcasts as perceived valuable tools not only for promoting student voice but also for enhancing learning motivation and teaching-back misconceptions about Africa. Variation in accent, pace, audibility, and clarity of student podcasts posed a major challenge to comprehension of some podcasts and participation in podcast-based discussions. Based on students' feedback, this study prescribes use of visual aids alongside audio podcasts to optimize the benefits of podcasting pedagogy in transnational education contexts. [ABSTRACT FROM AUTHOR]

Curriculum development has long been regarded as a central pillar in the architecture of educational effectiveness; however, this theme has been largely overlooked in the unique context of foundation years in higher education, with research on transnational programmes in China focusing on the point of view of the foreign institutions. In this article, the authors aim to propose a conceptual framework to guide curriculum development based on four principles—integration, inspirational teaching, inclusiveness, and innovation—named the 4 Is. The framework addresses the theme of curriculum development in foundation years within transnational education in China adopting the point of view of the educators working in China. By introducing a case study of an introductory management module, the article will discuss how the framework can be applied in practice, and data gathered from 2019 to 2022 will show students' reactions toward module developments informed by the framework. The 4 Is are the result of a continuous interplay between the authors' teaching practice, reflection, and engagement with students and wider academic literature. [ABSTRACT FROM AUTHOR]

This research explores the perceptions of undergraduates at a Sino-foreign cooperative university in terms of extracurricular activities (ECAs) and co-curricular activities (CCAs) and their impact on social skills development. Few studies relate engagement in ECAs and CCAs with social skills development, and much less in the context of transnational and/or Sino-foreign higher education. This case study adopts an overarching exploratory research paradigm mobilizing quantitative and qualitative data collection in a concurrent mixed-methods approach. This study proposes an original conceptual framework for curricular, co-curricular and extracurricular activities in the context of a Sino-foreign higher education, such as the University of Nottingham Ningbo China. Suggestions for students to develop social skills through participation in ECAs and CCAs and suggestions for university staff to improve the offer and quality of ECAs and CCAs are investigated. Results of this study provide insights of relevance for both students and staff in the context of Sino-foreign higher education. [ABSTRACT FROM AUTHOR]

This study explores the complexity of generic graduate attributes, including soft skills, qualities, competencies, and capabilities in order to pinpoint how graduate attributes are cultivated in practice during the university experience. Few studies have examined the active and formative role of universities in cultivating generic graduate attributes. Even less have examined which skills and related subskills are developed according to graduates themselves, much less the extent to which those acquired specific skills mindsets and subskills are attributable to micro-level pedagogical practices, meso-level university experiences or macro-level, institution-level frameworks, vision, or mission statements. Additionally, there is a paucity of research on the attributes of graduates from transnational higher education institutions and specifically from Sino-foreign cooperative universities. This study thus aims to address these gaps and is also timely as it coincides with the twentieth anniversary of the University of Nottingham Ningbo China, established in 2004, which is the first Sino-foreign higher education institution. This study adopts an overarching exploratory research methodology mobilizing both quantitative survey data collection and qualitative in-depth, semi-structured interviews. This research is innovative because it is a bottom-up retrospective mapping to localize exactly where, within the entire university experience, graduates attribute the acquisition of their skills/graduateness, including across both curricular and extracurricular experiences. [ABSTRACT FROM AUTHOR]

The paper presents a scoping review of research on transnational education in China published from 2016, the last year that a comprehensive literature review on the subject was published in Chinese Education & Society. The authors delimited a corpus of 88 articles focusing on collaborative transnational education in China and published on Scopus-listed international journals. The analysis of this corpus was supplemented by sampling the top cited articles on the same subject published in Chinese language academic journals. The quantitative analysis showed how research production pivoted during the period with an increased focus on teaching and learning and the lived experiences of students, academics and managers, while the same literature was previously dominated by research on wider managerial and institutional matters. A qualitative analysis of the production revealed a number of emerging research trajectories: the experience of academics and managers; the impact on host-country higher education; student motivations; transnational vocational higher education; first year transition; teaching challenges; the lived experiences of the students; Covid impact. Finally, the analysis outlined some trajectories that are only broadly sketched: cultural tensions; students' employability prospects; comparative studies among Sino-foreign cooperative universities; language and power; identity formation of students and academics. The article concludes with remarks on the value of studying transnational education within the context of China to further understand multicultural phenomena. [ABSTRACT FROM AUTHOR]

The article discusses the growth and impact of Sino-foreign cooperative universities (SFCUs) in China. These universities, established through partnerships between Chinese and foreign institutions, have become a prominent form of transnational education in China. The article highlights the increase in the number of collaborations, particularly in response to the challenges faced by Chinese students seeking higher education opportunities abroad. The authors of the article also explore various aspects of SFCUs, including students' motivations, the liberal-arts education model, employability, graduate attributes, and the role of extra- and co-curricular activities. The studies presented in the article provide valuable insights into the unique context and pedagogical phenomena of SFCUs in China. [Extracted from the article]

The considerable institutional distance between home and host countries of most international branch campuses (IBCs) necessitates that they address the managerial challenge of balancing global integration and local responsiveness. Previous studies have investigated IBCs' strategies for addressing this challenge as well as the macro- or micro-level factors impacting their strategies. This study extends previous research by constructing a multilevel framework for understanding both macro- and micro-level factors and adopting it to guide the empirical investigation of two Canadian cases. The results demonstrate that the two Canadian IBCs have maintained a high level of localisation in staffing but different levels of globalisation in curriculum. Like many other IBCs, these two IBCs, as institutions, are inactive in research, although they do provide occasional support for research activities. Such strategies are increasingly influenced by the institutional forces in their host countries than those in their home country at the macro level. At the micro level, the strategies are primarily impacted by their students' educational demands. These findings exemplify strategies for other IBCs and for Canadian postsecondary institutions that consider opening overseas campuses. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

China continues to experience rapid economic growth and the increasing demand for tertiary level education of Chinese citizens has created a significant market for Higher Education (HE) providers across the globe. Transnational Higher Education (TNHE), where the delivery of an overseas degree is partly conducted in the host country, continues to be a popular model of HE delivery in China. Although much research has been undertaken regarding student motivations to study abroad at a foreign university, little is understood about why Chinese students choose TNHE in China. Drawing on push–pull theory and using survey (328) and interview data (40) from students at two Anglo-Sino programmes, the study findings highlight that understanding Chinese students' motivation requires a more contextualised and student-centric approach, to better appreciate student choices, including though a Confucian lens. [ABSTRACT FROM AUTHOR]

This article responds to scholarly calls to engage with diaspora in the context of transnational educational mobilities in global higher education. It maintains that transnational academic mobilities produce a particular kind of academic diaspora, that is often valued by both home and host countries but in ways that vary and serve different interests and aspirations. While the contrasting perspectives on brain circulation and brain drain persist, what this article argues is that systemic inequalities are (re)produced through the processes of transnational academic mobilities, which privilege the mobility of some and not others, and at the same time under-value the home-grown academics and overseas-trained academics that return home. The current diaspora politics is located within this complex, hierarchical, and dynamic cultural, political and economic space. In particular, it pinpoints how the promoted desirability of diasporic brains and talents in policy and practice has co3ntinued to reproduce and consolidate academic inequalities. The article then argues for place-based/at home transnationality, seeing it as productive counter position to help reduce inequalities. The article employs self-study research and is informed by a bricolage of data on Vietnam and its Vietnamese transnational academic diasporas gathered at different points in time and in different contexts. [ABSTRACT FROM AUTHOR]

This article approaches the question of how experiences of mobility mediate subjectivities through a case study of middle-class Chinese women's education mobilities. Drawing from longitudinal ethnographic fieldwork with 56 young women who moved from China to Australia for university, the article focuses on two of their stories to illustrate how education mobility mediated their negotiation of available understandings of gendered personhood and competing life value regimes. It demonstrates that for these middle-class women, transnational education mobility may on the one hand reinforce identification with an ideal of enterprising selfhood that is prominent in both global and Chinese public cultures, or on the other hand, facilitate identification with a countervailing model of 'bohemian' mobility that has hitherto mainly been observed among more privileged subjects. It also analyses how mobility shaped the women's negotiations of the linear feminine life scripts that are normative in post-socialist Chinese society versus more flexible, individualized models of gendered biography. The article thus illustrates the gendered aspects of Chinese women's experiences of education mobility, and the subjective effects that flow from them. [ABSTRACT FROM AUTHOR]

This research explores how geopolitics and 'Neo-tributary' relations influence the distribution of TNHE partnerships in China. Specifically, this research situates China's TNHE cooperation in policy reforms and designs since 2010, and explores how geopolitics influences the regional practice of re-organisation of the joint programmes between 2018 and 2020. The findings show that, on one hand, China's central government prioritises the TNHE partnerships in China's local regions: East China, Central China and West China; and on the other hand, alongside the traditional partner countries, such as the UK and the US, the emerging BRI region enjoys more new Sino-foreign HE partnerships than other foreign partners. This research develops the discussion based on the categories of trade and diplomacy linkages; cultural assimilation; and image building (Pan, Su-Yan, and Joe Tin-Yau Lo. 2017. "Re-Conceptualizing China's Rise as a Global Power: A Neo-Tributary Perspective." The Pacific Review 30 (1): 1–25.), and concludes with some of the implications of these trends on the 'new' geopolitics of knowledge in a Neo-tributary system. [ABSTRACT FROM AUTHOR]

This framework prohibited multiple unions in the same geographical base and profession (known as I unicidade sindical) i , employed a labor justice system to regulate class conflicts, forbade a shop steward system that would have guaranteed direct representation, and mandated that all formal-sector workers-unionized or not-pay a compulsory tax to fund officially recognized union organizations. The 1931 law allowed the state to block legal registration of unions not affiliated with the PRI, deny strike petitions, require workers to join official unions (through an exclusion or "closed shop" clause), and limit unions from entering into collective bargaining. Nonetheless, his suspicion of independent civil society actors, combined with the small size of the independent labor movement, make it unclear to what extent his government will support democratic unions or break with the CTM and other undemocratic unions. [Extracted from the article]

The purpose of this study was to understand the processes undertaken by accounting academics during an international teaching experience that reveal their cultural intelligence (CQ) levels. We employ an ethnographic approach with confirmatory data collection involving five triangulated sources. Our findings indicate supportive and culturally sensitive strategies, active participation in the host environment, the importance of intrinsic motivation, and the ability to appropriately adjust behaviour are associated with higher levels of CQ. Furthermore, the ability to engage local actors and embrace local culture and people were found to be important capabilities of academics who possessed higher levels of CQ. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of the literature on transnational education to identify the key challenges and success factors for the sustainable operation of transnational higher education (TNE) programmes as perceived by key stakeholders. Probing the stakeholders' perspectives and applying a systematic approach, this study analyses 227 English-written articles retrieved from the Web of Science database published from 2000 to 2021. Key challenges identified include difficulties in managing the TNE programmes, ensuring quality assurance, adapting the curricula to the local contexts, accommodating offshore students' learning styles, creating studying environments for TNE students equivalent to those in the home institutions, ensuring preparedness of the academic staff, and facilitating the knowledge transfer in the host countries. The analysis also highlights six factors for the sustainable development of TNE programmes, including the effectiveness of the operations, the internationalization of the curricula, the transnational experience of the students, the development of the transnational staff, the existence of a proper regulatory framework in the host countries, and the development of a global systematic data collection for quality assurance. In addition, the evidence collected suggests that while the transition from domestic into a foreign programme can be rewarding, it demands appropriate planning and implementation. [ABSTRACT FROM AUTHOR]

Western-centrism in tourism theory is acknowledged within the academic community. However, there is little consideration of its implications for transnational education, which might include the delivery of degrees from Western universities in non-Western contexts. This letter provides a conceptual framework that offers deeper understanding of potential issues and ways forward. [ABSTRACT FROM AUTHOR]

The material conditions in which women provide breast milk range widely, on the basis of their class and geographical provenance. The commercialisation of breast milk provision throws up questions related to debates on the transnational reconfiguration of social reproduction as they intersect with discourses on motherhood and healthy child development as well as contemporary processes of commodification of the body and the emergence of new gendered forms of atypical work in the global economy. This article presents a study of the first commercial human milk processor in India, NeoLacta Lifesciences that obtained an export license for the Australian market in 2017. These practices may be seen to be part of a wider Reproductive Industrial Complex, in which women's reproductive bodily capacities are enrolled in wider economic and financial processes, instantiating new relations between gender, race, economies and care. This article employs a feminist political economy framework that places into dialogue analyses of social reproduction and commodification with feminist science/technology studies and medical/political anthropology in order to analyse the social, political, and technical processes that transform breast milk into a commodity that is internationally traded and the implications of this for contemporary understandings of work and gender. [ABSTRACT FROM AUTHOR]

This article evaluates the sustainability of transnational higher education (TNE). It examines recent TNE activity in two major global hubs, identifies patterns and provides analysis regarding the next phase of TNE development, as it relates to sustainability. The focus on TNE has shifted from growth to impact and legacy. Using this lens as a foundation for discussion, the central issue of educational value is examined through the link to capacity building and graduate employment. This article presents a document analysis and a review of literature, on selected reports on the development and impact of TNE in Asia and the Middle East, two of the major transnational education regions. The article contributes to the literature on TNE through the lens of sustainability, both from an operational perspective and the value of a degree for students, particularly when viewed post-graduation. [ABSTRACT FROM AUTHOR]

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 joint-venture universities (JVUs). JVUs aim to create an environment that goes beyond the dichotomy between education experiences at home and in the local destination. China invites branch campuses in the form of JVUs in order to contribute to the internationalization of its higher education system. Providing diversity exposure for over a decade now, JVUs in China play a role in shaping a particular youth identity. Socialization in a multicultural environment shapes students' individual and collective identity, as well as their career trajectories. This action research discusses the impact of the transnational education environment in JVUs on their students' education and professional pathways; and argues that students develop academic habits that go beyond expectations attributed to their cultural backgrounds. The case study focuses on students' perceptions and participation practices in social science classes. The empirical data, comprised of an attitude survey and focus group interviews, were collected in the 2018–2019 academic year at a Sino-British JVU based in China. This study contributes to both the sociology of education and contemporary China studies. [ABSTRACT FROM AUTHOR]

This study examines colonial governmentality in a Sri Lankan partner institution of University of London (UOL) through semi-structured interviews with students and faculty. UOL began administrating colonised educational spaces in the 19th century, and now governs approximately 80 partner institutions throughout the global South. Its governmentality structures an arterial topology of power that grants limited inclusion to students while excluding their lecturers from formal recognition. Faculty at partner institutions do not assess students. Instead, assessment consists of annual British examinations, effectuating rote pedagogies that centre European knowledge. This extraction of faculty authority shapes delegitimated and disempowered subjectivities. The same process augments UOL's expertise on Southern educational spaces, contributing to a broader project of universalising Western epistemology. The findings suggest a need for further research that examines colonial governmentality in international education, and particularly its mechanisms of epistemic extraction. [ABSTRACT FROM AUTHOR]

This study examines the ways in which accounting students re(construct) their identities in a transnational education (TNE) environment when taught by visiting academics from another culture. Using focus groups with TNE accounting students and classroom observation, our findings show that TNE students' identities are forged through a continual dialogic process of negotiation and mediation between previous and current pedagogical practices, their own and other individuals' cultural values and assumptions, institutional expectations, and their pre-professional identities as accountants. We also highlight that culture, and the influence it exerts on students, is dynamic and cannot be overly generalised. Our findings also have important implications for the design and delivery of domestic accounting programmes with large international cohorts. [ABSTRACT FROM AUTHOR]

Public policies for the population living on the streets in Brazil historically have been marked by the eugenic ideal of racial purity and by intersectional violence in public institutions, grounded in colonial practices. Connecting Black Women's Stories of Survival and Struggle: From São Paulo and Salvador to austin, Texas, Black women experiencing homeless must confront transnational forces of violence, discrimination, and erasure to forge a life on the streets Ferreira has researched racism in social work in Brazil and the African diaspora in the Americas, as well as how ideas of race and nation have shaped public policies. This comparative conversation emerges from our collective, direct and indirect academic discussions as Black feminist scholars concerned about Black women's experiences with homelessness in both Brazil and the United States. [Extracted from the article]

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. [ABSTRACT FROM AUTHOR]

To what extent are differently 'Europeanising' school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised Schola Europaea and state-organised schools with a European profile in Germany (Europaschulen). I argue that solidarity is anchored in universalising ideals of humanitarianism, intercultural harmony, and political participation centred around the individual and her skills rather than a sense of a 'thick' pan-European community. The 'transnational' scale of solidarity manifests as interpersonal relationships beyond national affiliations, based on affective, religious, and ethical commitments to vulnerable others or on rational political action to ensure human and civil rights. Meanings and scales of solidarity are decoupled from the Europeanising ethos of the schools and from the different organisational logics in which they are embedded; instead, they reflect the disciplinary logics of the school subjects and curricular contexts where they are most often mobilised: religion, ethics, and politics. The paper ends with a discussion of these findings within broader debates on transnational solidarities and Europeanisation in education. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Drawing on the case of Chinese wig businesses in Ghana, this article adopts a global production networks (GPN) approach to analyze family and gender dynamics in the transnational operation of wig production, trade, and entrepreneurship. Data for this study were collected through multi-sited ethnographic fieldwork in Ghana and Xuchang, China, between 2016 and 2019. This research shows that the 'economic upgrading' of the Xuchang-based wig businesses in the global production and value chain contributes to the 'social upgrading' of women's status. New modes of global retailing facilitated by Information and Communication Technologies (ICT) and burgeoning E-commerce platforms enable women to exert more influence on businesses and start independent entrepreneurial ventures. Women's affinity to fashion trends and the consumer base for wig products further gives them advantages of 'capturing the gain' in a buyer-driven retail business. As the wig businesses evolved from township-and-village enterprises to global players, collaboration and conflict in families manifest the contesting trends of contemporary family change in China: a tension between solidifying the importance of the family as a source of resources and the dissolution of traditional patriarchal norms in the course of 'individuation.' En s'appuyant sur le cas des entreprises de fabrication de perruques chinoises au Ghana, cet article adopte une approche de réseaux de production mondiaux pour analyser les dynamiques familiales et de genre dans l'opération transnationale de la production, du commerce et de l'entrepreneuriat des perruques. Pour cette étude, les données ont été collectées par le biais d'un travail de terrain ethnographique et multi-sites au Ghana et à Xuchang, en Chine, entre 2016 et 2019. Cette recherche montre que le « surclassement économique » des entreprises de fabrication de perruques basées à Xuchang dans la chaîne de production et de valeur mondiale contribue au « surclassement social » du statut des femmes. Les nouveaux modes de vente au détail à l'échelle mondiale, facilités par les technologies de l'information et de la communication (TIC) et les plateformes de commerce électronique en plein essor, permettent aux femmes d'exercer une plus forte influence sur les entreprises et de lancer des projets entrepreneuriaux indépendants. L'affinité des femmes avec les tendances de la mode et la base de consommateurs de produits ayant rapport avec les perruques leur donne en outre l'avantage de « saisir le gain » dans un commerce de détail axé sur les acheteurs. Parallèlement à l'évolution des entreprises fabricant des perruques, qui passaient du statut d'entreprises de townships et de villages à celui d'acteurs mondiaux, la collaboration et les conflits au sein des familles ont manifesté les tendances contradictoires de l'évolution contemporaine de la famille en Chine: une tension entre le renforcement de l'importance de la famille comme source de ressources et la dissolution des normes patriarcales traditionnelles au cours de « l'individuation ». [ABSTRACT FROM AUTHOR]

Based in Salvador, Bahia, Brazil, the project aims to unite the Black diaspora by helping marginalized groups in Brazil and the United States document, preserve, and share their stories through independent archives. Brazil in the Black Atlantic It is not simply the search for a utopian past, as Paul Gilroy theorized, that binds these Black Atlantic groups in the United States and Brazil. The community partnerships forged through the Atlantic Archives support the cultivation of leadership in marginalized and endangered communities by amplifying transnational movements for social justice. This is the goal of my project, the Atlantic Archives, a community of praxis grounded in transnational, community engaged research. [Extracted from the article]

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 with international institutions as a way to supply the demand for quality higher education. Yet, few studies examine the influence of EMI on student learning, particularly within the Vietnamese context. The purpose of this grounded theory study is to examine the influence of EMI on the learning experiences of students attending three transnational universities in Vietnam. Based on participants' experiences, a model was created that highlighted specific areas that affected student learning: speaking and writing English in classes, limitations of instructors speaking English, and the 'double barrier' of English language, and discipline-based concepts learning at transnational universities. Recommendations for practice include creating intentional out-of-class learning opportunities and promoting active learning strategies as ways to facilitate student learning at transnational universities who use EMI. [ABSTRACT FROM AUTHOR]

What started as an idea of two subject disciplines collaborating to support students practicing their English outside the classroom, a theatrical production of Henry V by Shakespeare, became a case study from which to draw pedagogical principles on teaching and learning within a Higher Education Sino-British Transnational Educational (TNE) Partnership. Research into TNE activities focuses mainly on issues such as strategy, quality assurance and competitive advantage, and there is less on the lived experiences of students and lecturers, pedagogical clashes that occur within TNE partnerships and on the methodological discussions that should take place in interdisciplinary research. Through our story of facilitating a production of Henry V, we interrogate pedagogical issues we found in teaching, methodological challenges in interdisciplinary research and ultimately put forward a 'response-able pedagogy' that enables different voices to be heard and different knowledges to be recognised in coexistence. [ABSTRACT FROM AUTHOR]

Trust is essential for successful participatory policymaking in high-risk industries, such as nuclear energy and radioactive waste management. However, while efforts at building trust are omnipresent in policy practice, the downsides of excessive trust and the potential virtues of mistrust and distrust are poorly recognised by practitioners, and remain under-researched in social science scholarship. This special issue contributes to filling the research gap by presenting a unique collection of articles transnational, comparative and historical analysis of trust, mistrust, and distrust in empirical cases of past and present nuclear energy and radioactive waste management projects across Europe. This introduction presents a shared conceptual framework for the articles of the special issue, built on two distinctions: 1) the three key concepts of trust, mistrust, and distrust, and 2) the three dimensions – social, institutional, and ideological – that cut across those three key concepts. A number of tasks for future research are identified. These include more fine-grained and context-sensitive analysis that would help operationalise concepts such as prudent scepticism and mistrustful civic vigilance in real-world situations; better understanding of when constructive mistrust might turn into dysfunctional distrust; the dynamics of trust, mistrust, and distrust in non-democratic societies; and the interaction between interpersonal, institutional, and ideological dimensions of trust, mistrust, and distrust. Finally, more conceptual and empirical work is needed to integrate and operationalise the principle of mistrustful vigilance in existing social science research on techno-scientific promises and expectations, in an effort at developing new 'regimes of promise', better in tune with the current era of apocalyptic threats and ambiguous perceptions concerning the risks and blessings of techno-science. [ABSTRACT FROM AUTHOR]

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 business schools enhance organisational reputation, and in particular, how relatively younger and non-accredited business schools compete with longstanding business schools and those with established reputations. In so doing, the paper investigates the reputation drivers that are perceived to give business schools a competitive advantage. Semi-structured interviews were conducted with academics, experts and students. The results of this paper indicate that engagement with industry and the community is considered the key to achieving quality business programmes and to producing quality business graduates. In addition, we found that the two emerging themes of work placement (WP) and transnational education (TNE) programmes also contributed to quality business programmes but not without some risks. [ABSTRACT FROM AUTHOR]