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The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE).

The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation.

This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student.

Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing.

The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities.

This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

The purpose of this paper is to share insights, research findings and discuss key issues relating to quality practices and quality assurance in cross-border nursing education program development and implementation.

The authors used a qualitative, multiple case-study approach, by sampling local, national and international nursing education institutions, academia and nurse graduates to identify challenges and best operating practices in implementing and facilitating cross-border education.

The authors reveal that quality assurance affects cross-border nursing education program design, delivery and implementation.

Quality assurance plays an important role in cross-border nursing education, by enhancing the reputation and recognizing the effectiveness and capacity of the educational institution. These findings of this study can offer valuable insight to forthcoming as well as existing nursing education curriculum developers who plan to engage in national or international educational partnerships.

Quality assurance plays an important role in cross-border nursing education, by enhancing the reputation and recognizing the educational institution’s effectiveness and capacity. The findings offer valuable insight into forthcoming and existing nursing education for curriculum developers who plan to engage in national or international educational partnerships.

This paper explores inherent challenges in cross-border nursing education and maximized data collection opportunities by sampling participants from both national and international settings.

Following recent calls for partner institutions to address the seeming weaknesses in transnational education (TNE) delivery especially in host institutions, this article was developed to generate new insights into how student engagement could explain perceived gains in TNE in a host university in Ghana.

A quantitative research design was used to gather and analyse data from students (n = 197) who were enrolled in different masters' programmes with three different TNE partners from Europe. We relied on a survey to collect data from participants who were sampled by way of simple random sampling method. Consequently, the data was analysed using structural equation modelling.

Results revealed that the psychological, behavioural and sociocultural perspectives of student engagement have positive effect on students' perceived gains in TNE. Across the findings, student–lecturer engagement, student' assessment, students' sense of belonging and peer engagement demonstrated strong positive effect on students' perceived gains in TNE. The study further revealed that a supportive campus environment and cross-cultural interaction among students enhance students' sense of belonging.

The findings of this article add to an emerging body of literature that suggest that student engagement provides rich information for enhancing the experiences of students who enrol in TNE programmes. Additionally, by integrating supportive campus environment as part of the multidimensional construct which has not been addressed in previous TNE student engagement literature, this shows the significance of institutional structures and commitment to supporting student engagement.

To provide a past, current and future perspective of transnational higher education for academics and managers engaged in this area of education provision, to heighten awareness of the current trends and issues involved.

An Australian/Hong Kong case study and reference to current literature are used to highlight the main issues concerning this rapidly expanding phenomenon in the provision of higher education.

Identifies and discusses the main issues for consideration when planning new transnational activities, including the need for strategic approaches and risk management.

The paper focuses on Australia and the Asian region, although material related to the UK and the USA is included in some sections. Whether a country is the provider or the receiver of transnational education, the issues raised will be relevant.

This paper provides a very useful source of information for those currently involved in or planning to become involved in a transnational higher education activity.

This paper is timely in that it addresses the recent proliferation of transnational higher education activities by considering the past and present, as well as providing discussion of potential future directions.

The field of higher education is constantly evolving, particularly in the era of globalisation. With the expansion and influence of Western paradigms, the influence of transnational education (TNE) in the developing world has been gaining significant traction and impact. This chapter attempts to formulate conclusions about the key determining factors behind the penetration and entrenchment of primarily the Anglo-Saxon style of University Education. Within that spectrum, the discussion will also cover how this manifests, looking specifically at various models of TNE and collaborative provision, exploring the possible connotations for small businesses. The final section will attempt to crystallise the main findings and propose directions for further research.

This chapter draws on a number of literary sources, both academic and practitioner, to enable reconciling different discipline areas. Empirical studies will also be explored to provide additional substantiation to the theoretical mantle. This chapter forms conclusions on how the various models of TNE have evolved across the world, the impact of this expansion has created for the local population in terms of skills development and accessibility to education, but also in terms of implications for the local economy and small businesses in particular. A novel approach is taken in trying to bring together disparate thematic areas, which although topical have rarely been explored in conjunction. This chapter will be of interest to a wide audience, including academics and researchers but also policy-makers and professionals in the small business field.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Globalisation provides new opportunities for immigrant women to supply financial benefits transnationally to uphold their families in their home countries. The purpose of this study is to explore the experiences of Thai immigrant women regarding transnational family responsibilities effects on their health and wellness.

Qualitative data were collected using semi-structured interviews with 40 Thai immigrant women, of which 34 described having transnational family responsibilities. The transcribed data were analysed using a phenomenographic approach.

The findings revealed five structural aspects of transnational family responsibilities of Thai immigrant women: being a dutiful daughter, being a caring mother, being a kind relative, being a “giving” person and striving for a wealthy life. The interviewees seldom encountered enough support from the spouse in handling their transnational family responsibilities. In general, a transnational marriage includes family responsibilities that are continuous and that often is the cause of migration.

This paper illuminates the transnational responsibilities of marriage migration and argues for women’s rights of culturally congruent health care.

Traditionally Thai women’s values are based on how they handle family responsibilities and acknowledging own health needs are not. These interviewees perceived doubled burden in terms of family responsibilities and workload in employed work, which contributed to poor health and wellness.

Purpose – Analyzing support strategies (such as childcare, elderly care, nursing, and remittances) of Ukrainian migrants living in Germany, the chapter addresses the interrelationship of social inequality and migration. First, it explores mechanisms influencing the unequal distribution of financial and care support within Ukrainian transnational families. Second, it examines how the unequal distribution influences migrants’ social mobility in Germany.

Methods – Building on the intersectionality approach the chapter indicates class, ethnic, and gender-specific categorizations as being important determinants of unequal support distribution. Conducting 28 semi-structured interviews the author used the multisited research methodology including the sending (Kiev, Rogosin near Lviv, Poltava and Ivano-Frankovsk) and the receiving (Bielefeld) localities.

Findings – The research results point out how correspondent gender narratives, self-ethnicization and migrants’ strategies of status representation structure the unequal support distribution. First, marital status regulates quantities of migrant women's support, which encourages the self-exploitation of married migrant women, in contrast to single mothers. Second, the quantities of migrant men's social support are influenced by their educational achievements in Germany. In sum, migrant men and single mothers are generally sooner integrated into the formal labor market than married migrant women.

Limitations – The interpretation of research results is limited to a number of qualitative interviews and should not be over-generalized in a quantitative manner. Nevertheless, it provides insights into how the transnationally organized reproductive sector influences migrants’ social mobility in the country of destination.

In this chapter, I discuss intersectionality in relation to complexity theory as an approach to social systems, inspired by Sylvia Walby's ground-breaking work where she brings together these two theoretical perspectives (2007, 2009, p. 250). In order to apply her synthesis to my study of migrant nurses to Norway, I examine the methodological potential of Bourdieu-inspired feminist concept of capitals (Adkins & Skeggs, 2004) in grasping the connections between individual agency and intersecting systems of inequality.

The purpose of this article is to critically examine Joan Acker's notion of inequality regimes by applying it to the case of global nurse care chains (GNCCs). The article examines the organisational practices of GNCCs and how inequality barriers are practiced and legitimised.

The article is based on qualitative interviews with different institutional representatives involved in Filipino nurse recruitment to Finland (N = 25), recruited Filipino nurses (N = 20) and Filipino nurses working in Finland (N = 9).

The article demonstrates different organisational practices through which inequality regimes are created and sustained. These include the racialised construction of the Philippines as situated in the global periphery and functioning as a resource of labour for the global core and the Filipino nurse as innately more caring. The inequalities are legitimised through deskilling in which the nurses' command of Finnish language is a key form of justification. Filipino nurses' precarious legal status renders them compliant workers from an organisational perspective and vulnerable workers who fear to claim their rights as workers.

By discussing barriers to inequality, the article illustrates how inequalities in diverse workplaces and the undervaluing of nurse work could be addressed.

The article uniquely applies Acker's inequality regimes to the study of GNCCs. It argues that the concept of inequality regimes would benefit from developing it towards a global context.