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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]

The marked increase in transnational higher education third party arrangements in recent years represents globalizing forms of education. Third party arrangements involve a partner institution being approved to deliver the primary institution's government-accredited courses. The primary institute is accountable for monitoring and documenting quality assurance and the third party is responsible to the primary institute for meeting the required higher education standards. This arrangement is particularly attractive for students who want to undertake an accredited degree from overseas, while retaining close relational, industry and cultural links in the home country. There has been some recent examination of higher education third parties focused on equity, transcultural pedagogy, and quality assurance. However, little research has been done regarding the Australian context. Alphacrucis College is one of the largest non-university, faith-based independent higher education institutes in Australia with three onshore third party arrangements in Sydney and Melbourne, as well as two offshore in Finland and the Philippines. Based on a case study including participant observation and a staff survey, this research argues that the success of faith-based third parties is largely a result of shared values and collaborative relationships. These are outworked in professional development and mentoring in learning and teaching, joint research and scholarship projects, equity of student experience through resourcing, and effective governance and quality assurance built on trust. While other higher education institutes may not have faith-based approaches, these findings can serve to produce successful onshore and offshore third parties in a broad range of contexts. [ABSTRACT FROM AUTHOR]

Purpose: Third-party arrangements where a university offers its degrees in collaboration with another institution are not a new phenomenon, particularly when the third-party arrangements occur in the form of a cross-border education (or widely known as transnational education). Drawing on a critical review of the literature available on quality assurance of domestic third-party arrangements and through the use of interviews with the sessional teaching staff, the paper offers theoretical as well as practical views on the domestic third-party arrangement and seeks to inform key stakeholders in the academic management of such collaboration. Design/methodology/approach: The study was undertaken with 40 sessional academics who are involved in teaching postgraduate courses at several third-party education providers and universities with metropolitan campuses in Australia. Focus group interviews were conducted with 8–10 participants in each group. The qualitative study included seven open-ended questions. Each focus group interview was between 45–60 minutes. Findings: The study found 11 universities in Australia offering courses in third-party arrangement with a focus on international students. Online third-party arrangement is also gaining momentum. The study found the following areas that require attention: induction and professional development, quality assurance arrangements, maintenance of standards, adequacy of resources and infrastructure and risk related to academic quality. Research limitations/implications: Limited study has been conducted on third-party arrangements where a university, usually located far from the city vicinity, works in a collaborative mode with another institution, primarily a private institution, to offer degrees at metropolitan city areas in the same country. Further research is needed with a large number of participants. Originality/value: The study is undertaken for the first time in Australia. No research has been undertaken on the growth and quality assurance of a third-party arrangement in Australia and other developed countries. The study involves the engagement of the sessional academic staff. [ABSTRACT FROM AUTHOR]

This paper draws on transnational education inquiry from Guatemala to Australia. Grounded in field research on Indigenous matters, this paper offers fractal education inquiry as a proposition to interrupt the straight and spatialized notions of time that produce developmental, salvific, and progress-centric aspirations from which educational problems are generated. Set as a manifestación, the paper begins with the case of the Don Dale youth detention center in Australia's Northern Territory and moves on to define the terms of fractal inquiry to defy carceral logics. Fractal education inquiry is exemplified in the study of teacher education reforms in Guatemala. In the last section, the paper interrogates the logics of the gap, teacher competencies in diverse classrooms, and the disadvantaging of populations as reinscriptions of educational regimes attempting to tame multiple and Indigenous fractal ontologies that defy the linear temporalities ruling current schooling. [ABSTRACT FROM AUTHOR]

Management of learning and teaching in a transnational business education program can be a true challenge for institutions in both home and host countries, especially with leadership and governance. In this article, we seek to define challenges in engaging business students in a transnational education program operating in Singapore and Australia. From the interviews with students and staff, we identified feedback, communication, and transferability as important factors promoting engagement among students in the transnational program. We highlight learning strategies to support ongoing engagement among students in a transnational business education program. The findings suggest that contextualizing the local and international issues is crucial in the management of a transnational business education program if students are to develop global competencies. [ABSTRACT FROM AUTHOR]

Chinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes. [ABSTRACT FROM AUTHOR]

This essay illustrates the opportunities and tensions associated with delivering transnational higher education (TNHE) services through a collaborative educational alliance between a Chinese and an Australian university in a global environment in which the interests of stakeholders are constantly shifting. Stakeholders in this alliance include the university partners, the two faculties delivering the program, and the Chinese government and industry that share concerns about the practical skills of business graduates entering diverse industry sectors that are experiencing unprecedented growth and related skill shortages. Student stakeholders have increased freedom to choose and plan careers while competing for roles that demand practical skills and adaptive mind-sets. As stakeholders, Chinese parents are also exerting differing levels of influence over career choices of graduates. In this environment the definition, refinement, and alignment of the value proposition for respective stakeholders is central to the transnational higher education partnership model. We identify certain benefits and challenges of collaborative partnership, explain why and how value creation for stakeholders might feature as a central tenet of our respective and shared business models, and describe academic challenges in creating appropriate value for stakeholders. Our conclusions have implications for ongoing review of quality assurance frameworks and for research around relationship and culture building, to generate value creating and sustainable models of transnational higher education. [ABSTRACT FROM AUTHOR]

International education is widely recognised as providing a range of positive outcomes for students, universities, and both the source and destination countries. New Zealand politicians, however, see international education as a means of generating significant export earnings able to subsidise the local provision of university education. New Zealand universities have been criticised as underperforming in comparison to their Australian counterparts in attracting revenue from international students. This article explores the evidence of that observation by examining the patterns of enrolment by international students in New Zealand and Australian universities. The analysis identifies significant drivers of the international student enrolments in Australia and discusses potential strategic and policy implications for international education in New Zealand that respond to these drivers. [ABSTRACT FROM AUTHOR]

In school education, one of the few visible responses to increasing globalisation of educational practice has been the implementation of short-term experiential overseas student learning programmes. This paper analyses the results of a comparative research project on three Australian schools that offer such learning experiences. It argues that teachers who possess or who are capable of developing a transcultural - as opposed to an intercultural - capacity are more likely to be effective educators on these special programmes, as well as being more receptive to the personal and professional development that derives from participation in them. [ABSTRACT FROM AUTHOR]

Australian universities have been actively engaged in transnational education since the 1990s. The challenges of assuring quality have seen a changing regulatory framework increasingly designed to ensure equivalence of standards wherever a course of study is offered and however it is delivered. Transnational Higher Education has grown significantly and the issues that flow from operating across jurisdictions, cultures and contexts have been addressed primarily by institutions themselves in complying with regulation. This article identifies how the Australian quality agency TEQSA (Tertiary Education Quality and Standards Agency) has revised its Standards Framework to support divergence appropriate to local culture and context, while assuring quality provision across the student life cycle. It concludes that the maturity of the quality agency may not yet reflect the provision of transnational education in practice. The article identifies a need for significant further research so that theory and practice can reflect opportunities to better serve students in a mature quality environment. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future.Design/methodology/approach The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning.Findings TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation.Originality/value The paper is original and it is based on Australian TNE. [ABSTRACT FROM AUTHOR]

Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses’ frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine issues academics at importing institutions face while delivering Australian degrees in Malaysia. Transnational higher education (TNE) has been widely researched. However, less widely researched is the area of understanding what academics at the offshore locations need to uphold the required academic standards of their partnered exporting universities. This area warrants close attention if Australian and other transnational education universities are to sustain their growth through a partnership model with offshore academics delivering a portion (often a substantial portion) of the teaching.Design/methodology/approach Two focus groups were conducted with a mix of long standing and newly recruited Malaysian lecturers who taught into an Australian degree through a partnership arrangement. The semi-structured questions which were used were derived from a preliminary literature review and previous internal institutional reports.Findings The findings from the focus groups indicate that TNE is largely “Australian-centric” when addressing the standard of academic quality and integrity. The findings pointed not so much to any sustained internationalisation of curriculum or administration or personnel but more as internationalisation as deemed required by the local academic.Originality/value To a greater extent, the findings highlighted that equivalent student outcomes do not necessarily equate to equivalent learning experiences or teaching workload. In fact, the frustration of the interviewees on the tension to fulfil the home institution curriculum and helping students to “comprehend” an Australian-centric curriculum translates to “additional and unrecognised workload” for the interviewees. [ABSTRACT FROM AUTHOR]

One aspect of transnational education that is anticipated to grow in prominence is the international branch campus. This article is a case study of Monash University Malaysia, a Malaysian-Australian transnational education alliance which has achieved a measure of success in a field fraught with risk. It offers an analysis of the dynamic interplay between global processes and the logics of practice of situated national and institutional interests. The article shows that global processes such as marketization are realized in specifically local conditions. The joint venture was able to find its market in the particular configurations of the Malaysian postcolonial state, ethno-nationalism and neoliberalization. [ABSTRACT FROM PUBLISHER]

This paper presents empirical evidence regarding the relationship between enrolment in transnational higher education (TNE) and skilled migration into the country of the institution which provides educational services. Based on macro-level panel data, the analysis shows a link between skilled immigration and offshore enrolment in Australian higher education within the previous years, suggesting that the provision of higher education offshore can constitute a successful strategy to enlarge skilled migrants’ recruitment. The results also indicate that more caution should be devoted to this kind of issue by developing countries when opening their education market to foreign providers. [ABSTRACT FROM AUTHOR]

Increasingly, universities in developed countries are engaging in transnational education. Responsibilities and opportunities to exercise management and leadership in the provision of transnational education depend on the organisational model adopted and whether the academics involved are on home or international campuses. Models range from neocolonial control to transnational partnerships. In the Australian Office for Learning and Teaching study that informs this paper, good practice in allocation and exercise of management and leadership responsibilities was identified and recommendations developed. A balance was struck between the home institution's quality assurance obligations, which imply a high level of home-based control, and the value of a degree of local control to the commitment of local academics involved, to their career opportunities, and to the educational experiences of their students. [ABSTRACT FROM AUTHOR]

Through an exploratory case study of four Australian universities this article finds that foreign market entry strategies are shaped by prestige-seeking motivations and a culture of risk aversion. From the market selection, entry mode and higher education literature, a conceptual model, embedded with four propositions, is presented. The model sees market selection and entry mode as inter-dependent decisions which are influenced by manager and university motives, risk aversion and host government constraints in a gradual process of internationalisation. Among our key findings are that prestige is the key driver for university internationalisation and, due to a high degree of risk aversion, universities prefer zero-equity modes unless risk can be minimised or accommodated through suitable hedging strategies. [ABSTRACT FROM AUTHOR]

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

In view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme management and administration. Data for the study were collected from approximately five hundred transnational students participating in eight programmes offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. The article outlines the findings of the study, highlighting the need for incorporating student perspectives in the provision of transnational education programmes. The article concludes by discussing the potential application of its findings in reviewing existing and planning new transnational education programmes. [ABSTRACT FROM AUTHOR]

Because they have taken the lead in providing transnational accounting programs in China, Australian universities have a corresponding responsibility to deliver programs of the highest quality. One of the challenges this poses for transnational accounting education is how to engage with the local Chinese context. This paper addresses this challenge by presenting a teaching note on teaching the Australian conceptual framework for financial reporting to Chinese students in the context of China's convergence with International Financial Reporting Standards. The teaching note attends to the special circumstances of transnational Chinese students and other challenges in teaching Western accounting theories. It justifies a comparative approach to engaging Chinese students in understanding the financial reporting framework in an Australian context whilst simultaneously identifying links to Chinese accounting practices. [ABSTRACT FROM AUTHOR]

The intensity of provision of transnational education (TNE) in the Asian region by Australian universities has been increasing over the past three decades. Although much is claimed, little is actually known about the outcomes and opinions of students enrolled in TNE programs. This article investigates student experiences through the longitudinal extension of an ethnographic study of one TNE program in Singapore. Student motivations, career paths, and adaptations are considered in the context of “second chance” and lifelong learning in Singapore. Analysis reveals something of a good news story in the face of much negativity about transnational education at the current time. The study reveals that TNE students are achieving high-level positional outcomes and developing transformative learning habits. Recommendations are made for the use of global comparative studies in TNE programs to facilitate mutual learning through respect for local knowledge. [ABSTRACT FROM AUTHOR]

The student voice has gained significant prominence in recent years. In Australia, the renewal of quality assurance processes, together with government policies places increased emphasis on institutions having robust and systematic approaches to student feedback and evaluation that informs the ongoing enhancement of the student experience. Historically, universities have been increasingly becoming more active in the collection, analysis and reporting of local/onshore student feedback at university, course/program, unit/subject and individual teacher levels. There appears, however, to be limited attempts made by universities to embed transnational student feedback systematically into institutional stakeholder feedback frameworks. This is despite transnational education contributing significantly to Australian exports. While some universities have been successful in measuring and enhancing the transnational student experience -- progress across the sector is limited. This paper aims to encourage discussion in the higher education sector about the need to embed feedback from transnational students as part of normal practice. We argue that if governments and universities see transnational higher education as an important engagement activity that generates significant income, diversifies the student profile and promotes Australian tertiary education, then feedback from students, regardless of location, is an important and sustainable part of an institution's quality assurance framework and is best practice. [ABSTRACT FROM AUTHOR]

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

This research examines the issue of transnational academic mobility of academic staff looking at potential moves to higher education institutions in Australia. By establishing a web-based portal, attracting interested parties from around the world with information about Australian universities and subsequent career opportunities, web analytics are used as a research mechanism for generating quantitative data that identify the regions of the world from where most interest is being generated. Passive observations are made, leading to commentary on the regions of particular interest, the effectiveness of web analytics as a research tool, and the strengths and limitations of such an experiment. [ABSTRACT FROM AUTHOR]

Despite rapidly increasing global flows of international students, research to date has paid little heed to how students abroad identify and mobilise. Focusing on the experience of Indonesians, Malaysians and Singaporeans in Australia - a primary hub for international education - we explore the ways in which our informants understand their place and potential as students. We find international students to comprise a distinct sort of diaspora. With their liminal status, these - for the most part - only temporary transnationals do internalise new norms and agency in a personal sense. However, they tend to identify increasingly as national citizens and to be disinclined to mobilise politically, at least during the course of their studies. These findings add to our understanding both of collective identity and action among students, and of the broader implications of globalisation and internationalisation for social and political activism. [ABSTRACT FROM AUTHOR]

As the transnational movement of academics continues to increase, some are arguing it is time to look more closely at the challenges faced by new international academic staff. This article reports on a narrative research study exploring the experiences and perceptions of eight international academic staff at a large, research-intensive university in Australia. The findings suggest that the difficulties faced by the participants were resolved over time, albeit at great personal cost, and with varying costs to the institution in terms of the quality of teaching, student learning and research. The implications of these findings for academic developers are briefly considered. [ABSTRACT FROM AUTHOR]

Australian universities are increasingly engaged in transnational education, which is the off-shore provision of higher education. Providing courses entirely off-shore is a challenge to both students and instructors. This paper reflects on seven years of experience providing a MEd TESOL (Master of Education in Teaching English to Speakers of other Languages) in China. Reflecting on practice is becoming recognised as a valid approach to research as it is can accommodate the unpredictability of classroom teaching. In this programme, issues were identified, solutions implemented and then evaluated in a cyclical manner. Three main challenges were identified relating to teaching and learning on this programme: intercultural awareness, assignment writing and maintaining student engagement. After trialling possible solutions to these challenges, a unit for credit was provided focussing on academic writing and academic expectations. This unit is informed by theorising in academic literacies and the socio-cultural perspective on academic writing. The unit was supported by a web interface and students kept reflective dialogic journals for 10 weeks after the face-to face delivery of the unit. Through the unit of study and the web support problems with academic assignments such as plagiarism and the need for resubmission were. [ABSTRACT FROM AUTHOR]

The master discourses of economic globalisation and the knowledge economy each cite knowledge diasporas as vital 'trans-national human capital'. Based on a case study of a major Australian university, this article examines the potential to deploy China's large and highly-skilled diaspora in the service of Chinese and Australian scientific and technological development. It finds that at a time when much of the world is deeply mired in a global financial crisis, this treasured resource of highly-skilled intellectuals assumes even greater significance. Meanwhile, there are key challenges to be confronted to fully utilise China's overseas talent. It argues that the Chinese knowledge diaspora are a modern kind of cosmopolitan literati, and could contribute actively to higher education internationalisation in both Australia and China. [ABSTRACT FROM AUTHOR]

This paper argues that while Australia has been enormously successful enrolling international students, this may have distracted institutional leaders' from their core education business. The paper reviews how international education has grown to be a formative and important facet of Australian tertiary education. This growth owes much to leaders, and review of large-scale survey results shows that commercial capabilities are very important for contemporary leaders. At the same time, however, there is evidence that key facets of quality may be in need of closer review. As Australia's international education effort matures, it is argued that this needs to be underpinned by leadership focused on engaging students in effective educational practices. [ABSTRACT FROM AUTHOR]

Many careers involve mobile lifestyles, yet require specialised postgraduate qualifications for career progression. Mobile technologies offer new opportunities by providing more choice in when, where, and how students learn. Experiences in an Australian postgraduate development studies program illustrate the choices. Three key issues are explored: the implications of variable Internet access and quality; how students use their mobile devices; and how mobile learning allows consistent engagement with peers, despite geographical, cultural, or socio-political isolation. The outcomes demonstrate that mobile technologies offer opportunities for ongoing access to distance education that can be pursued off-campus and transnationally with the same peer-centred approaches available on-campus, enhancing authenticity of both content and context. Offline, laptop computers and digital audio players provide portable lecture theatres, libraries, and study areas, while online they offer discussion spaces, research portals, and simulation environments. Mobile learners stand to benefit from the expanding access offered by new technologies, but the spotlight must remain firmly on pedagogical intentions rather than on delivery modes. [ABSTRACT FROM AUTHOR]

Australian universities have been active participants in the transnational education market over the past twenty years. Many Australian universities have structured various forms of franchising arrangements with universities and other education providers, particularly with educational institutions in China. However, the cultural differences between Australia and China are substantial; furthermore, research has shown that Chinese students have unique characteristics that differentiate them from Western students. Nevertheless, Australian universities develop and implement programs in China with limited understanding of these differences. Consequently, to administer these programs better academics need to understand the differences that might exist in Chinese student cohorts. One area of possible difference is learning styles. Hence, the aim of this study was to explore the differences in learning styles between business students in China and Australia. The results suggest that there are substantial differences in learning styles between the two countries. Consequently, program managers need to consider these differences when structuring course offerings for students in China. [ABSTRACT FROM AUTHOR]

This research examines academic work in an offshore campus of an Australian university. The focus is on the external factors that influence academic practice, mainly in relation to assessment and the way academics perceive their role. The study is set within the wider context of transnational education and the changing nature of academic life and unlike some previous studies, it presents an entirely offshore perspective. The relationship with the home campus and the local educational and political context are found to be the major external influences on academic staff. Leading from the research, some suggestions for increasing the success of offshore campuses are offered. These include establishing strong channels of communication and well-developed induction and professional development processes. [ABSTRACT FROM AUTHOR]

The rapid expansion of Australian university transnational education, with courses being delivered offshore and onshore in a variety of formats and configurations, and in collaboration with a range of overseas partners, is changing the nature of teaching and learning in the tertiary sector. Transnational courses in some cases are delivered in full in the host country, and in other cases allow or require students to complete part of their degree onshore. Transnational activities include moderated programmes, where a local overseas institution teaches its own programme, with quality assurance provided by an Australian university. The university then offers 'advanced standing' to graduates of the local programme. This paper reports a qualitative case study of the perspectives of key academic stakeholders involved in one such moderated programme regarding the issues that arise for them with respect to quality teaching and learning. The findings are presented in terms of three key emergent themes, namely, welfare, curriculum and pedagogy. [ABSTRACT FROM AUTHOR]

This paper draws on recent qualitative research conducted with academics working 'onshore' in the production and management of various Australian university transnational programmes, and with academics engaged 'offshore' in the delivery of these programmes in Asia, to identify quality issues and problems and to suggest protocols and practices to assuage these concerns and enhance the quality of transnational educational curriculum and pedagogy. The focus is on 'what works' and 'what doesn't' in regard to quality control from the perspectives of those directly involved in teaching and learning in Australian transnational programmes. [ABSTRACT FROM AUTHOR]

This paper traces attempts by two ‘brand-name’ research universities to transnationalise: the US-based Johns Hopkins University, and the University of New South Wales from Australia. Both endeavours were located in, and supported by, Singapore, a city–state with knowledge economy aspirations. The paper explores the globalisation of the research university, and offers insights into the regimes of value that are being assembled in, and through knowledge economies. Both institutions examined in this study failed in their attempts ostensibly because of a lack of fit in goals and commitment. The paper also highlights the ethical issues that frame the globalizing rationalities of research-intensive universities and developmental states seeking competitive advantage in a neoliberalising environment. [ABSTRACT FROM AUTHOR]

This article reports on an exploratory study that examined the effect of national culture upon the management of Australia's provision of transnational higher education in Thailand. In particular, using Hofstede's national cultural value dimensions as an analytical tool, interviews with managers responsible for Australia's provision of transnational higher education in Thailand were examined with the aim of exploring how they understood national culture to affect their work and working environment. The findings suggest that, in the case of transnational education partnerships between Australian and Thai universities, managers believe national culture affects both the academic and operational management of their transnational higher education programs. The findings also have possible implications for both transnational education managers involved with other countries and for researchers of transnational education. [ABSTRACT FROM AUTHOR]

This article provides an overview of the progress of efforts to formulate quality frameworks for Australian higher education delivered overseas, notably in the Asian region. With the quest for quality frameworks for Australian transnational higher education established as the context, the article then traces our work to draw out and establish principles of quality that might inform such frameworks. Distinguishing this work is the endeavor to extract understandings about the constitution of quality in Australian transnational higher education. The article reports initial findings of ongoing empirical research into academic stakeholders' perspectives on issues of quality in teaching and learning in transnational programs aimed at developing principles to enhance quality frameworks. [ABSTRACT FROM AUTHOR]

The paper examines the implications of an academic service learning program "Crossing Borders" on transnationalism and the internationalization of higher education. For individuals coming into Australia from other cultural and linguistic backgrounds, education arguably plays an especially significant part in the negotiation and construction of their understandings of Australian culture and identity. Transnational students are encouraged to disregard standards and norms developed in their home country and adopt those of the host country. This process is clearly complex since cultural norms and beliefs are embedded into the student and thus putting these aside is difficult. As a result, cultural differences exist in the student-lecturer relationship. Transnational students tend to be more reluctant to question the opinions of a lecturer as this is a position of authority. Students coming from cultures where study is very much teacher-led may find the transition to an academic environment with a strong emphasis on independent learning difficult. Using Bourdieu's theory of social capital and cultural reproduction as a conceptual framework, this study explores the role of the "Crossing Borders" program in enabling transnational learning communities generate and sustain empowering knowledge networks. Such insight might inform educators and policy makers at some point in the future so that other transnationals will benefit from an increased understanding of the challenges and opportunities involved in crossing cultures. Further benefits of transnational education are that it helps in the development of university involvement with other nations and also provides the opportunity for crosscultural experiences for domestic students. [ABSTRACT FROM AUTHOR]

This paper problematizes the discourse of internationalizing the curriculum using a critical framework of difference. The author draws on her transnational experiences as an international postgraduate researcher in an Australian university, an educator in Malaysia and her present experiences as an academic in an Australian university. The notions of difference, power and subjectivities are used to unpack the academic and pedagogical practices of internationalizing the curriculum. A politics of difference in internationalizing the curriculum entails interrogating the power dynamics in the privileging and marginalization of knowledge, skills and ways of being, knowing and doing. Transnational connectivity and reciprocal flows of individuals and knowledge are emphasized within such practices. [ABSTRACT FROM AUTHOR]

This paper considers issues of diversity and community in Australian higher education as it becomes increasingly globalised and internationalised. As globalisation transforms higher education through market competition, universities worldwide are responding through internationalising all facets of their research and education. The development by many universities of export-oriented 'transnational' programmes, where students are located in a different country to the institution providing their course, is part of this response. Within this context, learning communities are becoming more diverse as different populations of students in different locations experience different modes of programme delivery. This paper draws on research into student experiences of transnational programmes offered by Australian universities in Southeast Asia. The focus of the paper is on how these students negotiate difference and diversity in their learning communities. In particular, strategies for constructing an international identity, gaining membership of the learning community, 'fitting in' to a diverse ethnic and cultural student cohort, and negotiating the competing roles of family, work and study are identified. [ABSTRACT FROM AUTHOR]