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This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.

The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.

Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.

This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

The aim of this paper is to explore the behavior pattern, perceptions, and motivations of students towards academic misconduct in a Business School with a view to mitigating its occurrence.

The survey was conducted among a batch of undergraduate students who responded to various dimensions of plagiarism through a structured questionnaire. Responses were measured on a Likert scale. Some non-parametric tests were done for statistical analysis.

From the perception of the prevalence of plagiarism committed by others, the authors found that the majority tend to believe that it happens in spite of the existence of preventive policies. Based on the findings, the authors conclude that the students who are more prone to cheating/plagiarism are male, with low grade point average, and are not on scholarship. Parental disapproval is found to be one of the dominant deterrent factors that have the potential to restrain unethical behavior.

The findings demonstrate that the managers of graduate programs should include parental roles in the deterrent mechanism to improve the quality of education.

Very little evidence exists about the perception of academic dishonesty among the students of a multicultural academic institution located in a middle-east country. There are not many studies that analyze the effectiveness of deterrents from a student’s perspective. In this paper, the authors have attempted to assess the value of various deterrents and their effectiveness as perceived by the students.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.

This research investigates the distinct characteristics of blockchain technology to safeguard against the deterioration of handover information quality in the post-construction phase. The significance of effective management of handover information is highlighted by global building failures, such as the Grenfell Tower fire in London, UK. Despite existing technological interventions, there remains a paucity of understanding regarding the factors contributing to the decline in the quality of handover information during the post-construction phase.

This study employed a multi-case studies approach across five higher education institutions. It involved conducting semi-structured interviews with 52 asset management professionals, uncovering the underlying reasons for the decline in handover information quality. Building on these insights, the study performed a mapping exercise to align these identified factors with blockchain technology features and information quality dimensions, aiming to evaluate blockchain’s potential in managing quality handover information.

The study findings suggest that blockchain technology offers advantages but has limitations in addressing all the identified quality issues of managing handover information. Due to the lack of an automated process and file-based information exchange, updating handover information still requires an error-prone manual process, leading to potential information loss. Additionally, no solutions are available for encoding drawings for updates and validation.

This study proposes a framework integrating blockchain to enhance the information management process and improve handover information quality.

The education services sector faces ever-changing global market dynamics with creative disruptions. Building knowledge brands can push the higher education sector beyond its geographical boundaries into the global arena. This study aims to identify key constructs, their theoretical background and dimensions that aid in building a global knowledge brand. The authors' research focuses on adapting and validating scales for global knowledge and education services brands from well-established academic literature.

The authors have adopted a mixed methodology approach and a systematic literature review. Authors interviewed 18 subject matter experts as part of content and face validity to arrive at select constructs, dimensions and items. Quantitative methods with random sampling were adopted as the primary methodology. Initially, the survey was administered to 390 students to test preliminary results. The survey was also administered to 5,112 students at a later part of this study. Valid responses stood at 3,244 with a 63% response rate. Further, the authors conducted confirmatory factor analysis, exploratory factor analysis and structural equation modeling to test the reliability and validity of scales. This study analyzed composite reliability, convergent validity and discriminant validity to finalize items for scales. The authors also validated the hypotheses based on the discriminant validity assessment scores.

Authors' key research findings are that academic stimulus, campus infrastructure and student intent play a significant role in campus culture and events design and experience at campus. Authors were able to bring out 16 key constructs and 55 critical dimensions vital to global education services brand building. This study also adapted and validated 99 items that meet construct validity and composite reliability criteria. This study also highlights that constructs such as student intent, academic stimulus, campus infrastructure scalability, selection mechanism, pedagogical content knowledge, brand identity, events experience and campus culture play a vital role in global brand recognition.

The authors' work is fairly generalizable to education services and the higher education sector. However, this study must be extrapolated and empirically validated in other industry sectors. The research implications of this study are that it aided the authors in building theoretical background for student brand loyalty theory, student expectation theory and study loyalty theory. This study adds to the body of knowledge by contributing to theoretical concepts on students, knowledge culture, events, infrastructure and branding. Researchers can adopt the scales proposed in this study to build research models in higher education branding. This study acts as a catalyst for building theories in education services areas. Researchers can delve deep into proposed research aspects of campus infrastructure, knowledge infrastructure, campus knowledge culture, events design and events experience.

This study aids educators and brand managers to develop global education services and optimize their effort and budget. Administrators in the education services sector must focus on practical aspects of student perception, campus infrastructure, culture and events experience. Practically administrators can reorient their efforts based on this study to achieve global brand recognition.

This study highlights that students are not customers but are co-creators of value in the education sector. This study provides scales and dimensions needed to build co-creation frameworks and models.

Most research in higher education branding has not covered wider aspects of global brand building. Existing theories proposed in higher education and education services articles cover only narrower aspects of campus infrastructure, culture, events design and branding. This study presents a comprehensive list of critical factors that play a vital role in global knowledge brand building. This study highlights the constructs and scales integral to building a global education services brand.

The paper introduces the autoethnography as a healing and everyday resistance strategy for marginalized voices. The focus is to deliver the author’s own reflections on some key moments and experiences to stimulate the discussion on autoethnography as a critical instrument channeling one’s reflexivity in the higher education context.

The paper draws on a case study of Chinese academic professionals to inspire the discussion on the research and practical values of autoethnography. It also provides conceptual reflections on the political meaning and functions of autoethnography.

The paper highlights two key aspects of autoethnography in the higher education context. Firstly, it emphasizes the importance of autoethnography in navigating the personal political front. Secondly, it promotes the integration of autoethnography into the ordinary lives of overseas Chinese academic professionals for daily healing and resistance.

The paper explores political sensitivity as an important dimension of workplace ethnography. Recognizing political sensitivity avows autoethnography a political act and a research framework, through which the (auto)ethnographer examines his or her own principles for negotiating justice and interpreting the ownership of personal identity against the influx of politically-charged opinions from the surrounding.

This study aims to unravel the tensions and convergences between market-oriented neoliberal education and state-serving transnational higher education (TNHE) practices through an infrastructural lens within the broad context of post-pandemic geopolitics.

The study utilizes a case study approach, with a diverse array of data collection methods, including observations, interviews and review of material/online documents issued by the TNHE-related institutions and the Chinese Ministry of Education.

The study identifies three findings: (1) Re-articulation of transnational infrastructures, valuing ‘glocal' education and casting immobility as advantageous yet quasi-mobile; (2) Infrastructural tensions arising from stakeholder contests over program control and (3) Infrastructural dialectics, illustrating how promised (im)mobility becomes a tightly regulated academic journey due to institutional constraints and conflicts.

The findings elucidate the dynamic interplay between international education and TNHE amidst neoliberal pedagogical trends and pandemic-driven geopolitical shifts in China. While the interplay showcased a notable effect on Chinese students' (im)mobility during the pandemic, more empirical research is needed to understand international student (im)mobility issues in the post-pandemic era.

This study explores the infrastructural intersections between international and transnational education during the unprecedented Covid-19. Findings may provide a reference for policymakers and practitioners to strategize the “glocal” approach to international/transnational education in China after the pandemic.

This paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

The study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).

The paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.

This paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

The present study aims to examine and explain cultural heritage destination by applying multiple dimension image model (cognitive–affective–conative aspects).

A total of 233 international heritage-based tourists were surveyed on-site at some of the most prominent historical attractions in Malacca, one of the first cities in Malaysia declared as a UNESCO World Heritage Site. The covariance-based structural equation modelling was applied to examine the hypotheses.

The structural equation modelling validated that cognitive image aspects such as living culture, intangible and tangible are affected positively. The effects are statistically significant for conative and affective images. On the other hand, cognitive tangible image is an aspect that impacted affective image to a lesser degree than conative image. Whereas affective image attributes were found to have significant and positive influence on conative image.

This study enriches the limited empirical research study on heritage image conceptualisation by expanding into tri-component model. The destination image has garnered a great deal of attention, particularly due to its significant and impactful influence on the decision-making and the sustainable behaviour of tourists, and it has since become the subject of many studies in the tourism and hospitality literatures. But most research concerning heritage image for destinations has considered the construct uni-dimensionally.

The COVID-19 pandemic has compelled higher educational institutions to implement alternative educational strategies that rely heavily on internet accessibility and utilisation to monitor and evaluate students. This study aims to find certain indicators for planning and designing future courses of inclusive online education in the domain of disaster risk reduction (DRR).

The study reviews and analyses online teaching and learning experiences of DRR courses. It uses online surveys and interviews to derive the perspectives of selected students and educators in universities in Asia and the Pacific region.

Active engagement is considered to be achieved when students are active in chat boxes, through presentations, through assignments and when the video cameras of students are turned on. On the contrary, students perceive active engagement differently because they face emotional disturbances and health issues due to prolonged screen/digital device use, have inadequate information and communications technology infrastructure or have digital literacy deficiencies among others. The study finds that online courses have many sets of strengths, weaknesses, opportunities and threats, when they are balanced, they can improve DRR courses in the future.

The study is based on the outcome of interviews with 10 experienced educators in DRR courses as well as students from different schools taking courses in DRR education. However, the students are not necessarily taking the courses of the educators interviewed due to the inability of some educators to avail themselves and the challenge of contacting the students. This notwithstanding, the results of this study give a general overview of the situation to be considered in the planning and design of online and distance education.

The results do not reflect the reaction of students and tutors of the same course. Future studies of collecting and analyzing the responses from the students and the educators with the same course could provide tailored solutions.

This study attempts to find solutions to bridging two different perspectives on teaching and learning. The results would be important to strengthening and designing future online courses.