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This study aims to explore the influence of the individual student profile of Hofstede’s Power Distance, Uncertainty Avoidance, Collectiveness and Long-Term Orientation on student service quality expectations in higher education.

Data is collected via a survey consisting of items from a standard Hofstede and a higher education adapted SERVQUAL questionnaire. The survey sample includes 128 students who represent the entire population of a taught postgraduate course in Finance at a UK Higher Education Institution (HEI). Descriptive statistics and bivariate correlation analysis are used to describe and identify the relationship between student individual cultural values and student service quality expectations. Multiple regression analysis is applied to estimate the relationship between SERVQUAL constructs and items with respect to Hofstede’s cultural determinants.

The findings of this study suggest that individual culture can influence student service quality expectations in higher education.

In a context of a prospective quality management approach, there is value for HEIs to explore the individual cultural profile of their students as a way of understanding and actively managing student service quality expectations.

To the authors’ best knowledge, no previous study combines the SERVQUAL and Hofstede models in exploring the impact of cultural values on student service quality expectations in higher education.

The purpose of this paper is to propose an adapted Porter Diamond Model (PDM) that can be used by transnational education (TNE) countries and institutions as an analytical framework for the strategic evaluation of TNE host countries in terms of attractiveness for exporting higher education.

The study uses a literature review to adapt the PDM in the context of TNE host countries. A pilot study of adapted PDM is conducted for China and Malaysia. Available country data are collected via desk study.

The pilot application of the adapted PDM revealed no major issues or failings. Only some minor difficulties in the identification of appropriate data which can be resolved with the use of alternative metrics. The results from the analysis of the two countries indicate that China and Malaysia are both suitable TNE host countries for expanding existing and developing new activities. This also indicates that the proposed use of the adapted PDM is suitable to effectively evaluate TNE host countries.

This adapted model can be used by TNE exporting institutions and countries to access the suitability of prospective TNE host countries for education export. Also, it can be used to evaluate the future risks for existing TNE activities. TNE host countries can use the model to strengthen their attractiveness for education import or to plan of becoming education hubs.

Considering the scale and the expected growth of TNE, as well as the lack of strategic analysis tools for TNE; the proposed model provides a valuable practical tool to aid strategic planning at institutional and country level.