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This chapter explores the potential of transnational history for researching global higher education policy. It begins with an overview of transnational history as a perspective, demonstrating how it is, in part, a response to processes of globalization that have also transformed contemporary higher education. Second, it reviews key features of transnational history as a perspective that can enhance global higher education policy research. The third part takes dimensions of contemporary global higher education and discusses how these can be approached through a transnational historical perspective drawing on the features outlined. The chapter concludes by highlighting how a transnational historical approach can enable new insights and research questions as well as some challenges presented by this perspective. The spatial focus of the chapter is predominantly European higher education, though the implications are more general.

This scoping review aims to survey literature that covers employability preparation and labor market outcomes for graduates from transnational higher education institutions.

This scoping literature review uses career ecosystems as a theoretical framework and the context-input-process-outcomes model as a conceptual framework.

This scoping review confirms a limited research base of approximately 50 sources that primarily use qualitative methods and socio-economic theories to center the student voice and focus on international branch campuses in the Middle East and Asia. Notably, there is a lack of focus on staff experiences regarding the process of preparing students for employment. The review also demonstrates the need for more research on career processes and outcomes in transnational higher education.

This scoping review is relevant to higher education institutions seeking to meet the challenges of preparing graduates for more than one national labor market. It has implications for universities' ability to attract students, develop relevant labor market preparation programming and understand whether the institution is addressing local employment needs. For researchers, it offers insight and impetus into the area of inquiry regarding transnational education, graduate labor market outcomes and employability.

Practical implications are drawn for students, parents, policymakers and transnational and non-transnational higher education institutions, as well as those who are engaged in providing international education and career advice.

This review offers insight into developing labor market-relevant TNE programming, which may be helpful both for host and home country transnational education stakeholders interested in impact.

This is one of the first reviews to systematically address literature about employability preparation and labor market outcomes for graduates from transnational higher education institutions; in using career ecosystems theory, this review offers a bridge between international higher education and career studies.

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 principal goal of the article is to examine how Singapore, one of the East Asian tiger economies, has attempted to diversify its higher education system by developing “transnational education” in the island state.

With particular reference to the most recent education reforms and changing higher education governance in Singapore, this article focuses on how the Singapore government has changed its higher education governance models in enhancing the global competitiveness of its higher education system by adopting more pro‐competition policy instruments and allowing the growth of transnational education in the city state.

The findings suggest the choice of policy tools (the choice of market forces in higher education and the rise of transnational education in the present case) is highly political and governments should pay particular attention to the particular socio‐economic and socio‐political contexts of their countries when making such choices.

The paper shows that the role of government in East Asia is still important, especially when there is a strong need for government to set up appropriate regulations, social protection and welfare, hence, governments in East Asia are very much conceived as a complement to the markets.

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 purpose of this paper is to examine the way in which higher education participation is democratized in the entrepreneurial city of Hong Kong by the policy innovation that encompasses internationalization. There is a dearth of empirical studies about transnational education in Hong Kong, except for a few which examine students’ perceptions of transnational education from a user perspective, situated in marketized conditions (Leung and Waters, 2013; Waters and Leung, 2013a, b). The minimal volume of existing research has ignored the innovative aspects of democratizing higher learning by internationalization, namely, the operation of international degrees by overseas universities on offshore campuses. This policy innovation by transnational institutions is significant in an era of the globalization of higher education, as access to higher education cannot be otherwise realized given the local education policies.

Employing documentary research, this paper presents and assesses the growth of community college international education at The University of Hong Kong and its unique facets, juxtaposing it with the marketized context of East Asian higher education. It engages in specific reviews surrounding the operational mode and academic collaborations of the international educational programs and practices at the Hong Kong University’s School of Professional and Continuing Education.

This documentary research finds that the internationalized academic profession of partner universities enables curriculum design, pedagogy, teaching ideas and assessment methods to be informed by a diversity of international academic cultures and indigenous knowledge. Through this policy innovation, international education is institutionalized in such a way that it takes Hong Kong students beyond the community college context, which is relatively localized. It also illuminates the way in which the “ideoscape” of American community colleges and international partnerships with Australian and British universities have been manifested in the Hong Kong education hub for transnational student flows and intellectual exchanges across the Asian region.

This paper contributes to the academic literature of higher education studies, particularly in the areas of massification and democratization, as well as their connection with internationalization and policy innovation. It also delineates various forces that are propelling the development of higher education’s internationalization and massification.

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.

Quality assurance is a key concern in higher education, which is more complex in offshore transnational education (TNE), compared to onshore provision of education service. However, higher education quality assurance is an established research domain; there is very limited work on the efficacy of industry-based total quality management (TQM) considerations to uphold quality in higher education, particularly in TNE. From this context, the purpose of this paper is to develop new insights in this under-researched area.

An inductive constructivist approach is followed to analyse extant scholarly views in relevant disciplinary areas to develop new insights, in relation to the significance of industry-based TQM in TNEs’ quality assurance.

Stakeholder orientation is recognised, as a significant consideration to uphold quality in TNE. Different stakeholders are identified, who would have substantial influence on TNEs’ TQM. How these stakeholders could influence the TQM process is clarified. Some empirical insights are also developed, in support of the arguments of the paper.

These insights will be useful for education administrators to better align their stakeholder relationships to underpin TQM. Academics will be able to use these insights as a basis for future research towards the significance of industry-based TQM in higher education.

Based on a stakeholder-focussed TNE TQM model, the findings represent an innovative strategic direction towards a better understanding of the significance of stakeholder relationships, pertaining to TQM in the contemporary higher education system.

This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK.

Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities.

In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying.

This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home.

To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

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.