Transnational education in China: perspective on curriculum design and delivery

Over the last several decades, transnational education (TNE) has been the fast-growing segment within higher education sectors. Despite development, previous studies focus more on the macro-level of TNE from the perspective of foreign awarding higher education institutions with the view of export-oriented internationalization of higher education. Little research has been conducted at the micro-level from the perspective of Chinese receiving higher education institutions with the thought of internationalization at home. An in-depth case study was undertaken to provide evidence-based research, investigating the impact of Chinese TNE policy and regulation changes, institutional responses, and teachers’ and students’ perspectives on TNE curriculum design and delivery in China. It remains a core issue within the TNE structure and TNE Quality Assurance. The multiple case studies were carefully chosen considering different foreign providers, delivery models, qualification levels, and disciplines in different types of Chinese receiving higher education institutions. The research used the mixed methods to collect qualitative data from the semi-structured interviews with twelve senior managers, thirteen teachers from the foreign awarding, and Chinese receiving higher institutions. A quantitative survey with 294 students and follow-up interviews with eight voluntary students in three case institutions were conducted to explore students’ voices on the TNE curriculum and pedagogy. It allows for diverse and dynamic experiences and perspectives, which remains a gap in the research of TNE development in China. The research makes several contributions to the knowledge of TNE: Theoretically, it expands globalization theories, particularly push-pull theory, by adding the regional, institutional, and individual factors to conceptualize the mobility of TNE programmes and students. Methodologically, it is an in-depth case study of TNE in China, providing profound knowledge of different types of TNE curriculum design and development. It distinguishes this research from the existing Chinese TNE research, which mainly uses the quantitative method. Empirically, it provides a systematic and updated critical policy review of the Chinese TNE policies and regulations and their influence on TNE development in China. It contributes to the TNE research a baseline dataset including quantitative and qualitative data identifying implications of different geographical locations, qualification levels, academic disciplines, TNE models, foreign awarding institutions on the TNE curriculum design and delivery. The study concludes significant influences over TNE curriculum design and delivery in China at different levels nationally, regionally, institutionally, and individually. TNE curriculum development should be contextualized considering different social, political, economic, cultural, and higher education backgrounds. The thesis finally suggests the need for future research on the TNE curriculum and delivery quality, regarding it as the core issue in TNE development.