This paper explores social capital development between operational faculty members delivering Sino-British transnational partnerships. Research focuses on two Sino-British "joint programme" partnership case studies in order to investigate boundary-spanning and the development of social capital between UK and Sino academics involved in programme delivery. Since social capital is posited as a central facet in the development and institutionalisation of successful partnerships, understanding how to grow, nurture and maintain productive levels of social capital between operational academics could significantly improve and strengthen transnational partnerships. Findings suggest boundary-spanning is a useful tool, enabling individuals to interpret, transmit and filter knowledge, facilitate in resource transmission and represent their organisations, building cohesion and commitment between stakeholders. The research concludes that boundaryspanning can improve social capital between operation faculty members, and that senior leaders at higher education institutions should consider it as a tool with which to manage and evolve their international educational partnerships.

For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance and pedagogy. Whilst these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches in order to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value. KeywordsTransnational higher education partnerships; faculty members; third generation cultural historical activity theory; social action theory, transformational model of social action.

Using a bi-dimensional, fourfold model as a thinking tool to contemplate acculturation strategies we analyse the intercultural experience of international academic staff (IAS) in the United Kingdom higher education. The literature suggests that IAS feel undervalued as a professional group and that institutions do not capitalise on their diverse contributions. We position IAS within the strategic sphere of ethnocultural groups and the institution within the larger society. In a single case study, we analyse IAS acculturation strategies and their perceptions of how their institution accepts diversity. Findings show that IAS are willing to integrate, but do not aim to remove all traces of their own culture and values, adopting integration strategies. Their 2 perceptions are that the larger society does not seek to segregate IAS; however, it does not provide the conditions for IAS to flourish in professional practice, especially at the early stage of transition.

The bonds that unite partner institutions in the delivery of shared transnational collaborative programmes are critical in the effective management of these education partnerships. A crucial component in this unification is social capital, where partners connect and develop networks, lubricated by trust, which facilitates cooperation and commitment to the venture, producing purposive and beneficial outputs. This paper explores this phenomenon by investigating the way social capital manifests between operational colleagues tasked in the delivery of collaborative joint-degree programme partnerships. Initially, the paper explores the relationship between 'partnership' and 'social capital'. It then analyses three sociological perspectives of social capital, the rational, critical and democratic strains, before examining them in relation to empirical data collected from three collaborative programme partnerships. The paper concludes there is evidence of all three strains, but advocates partner institutions observe four recommendations, so to encourage the manifestation of the beneficial critical and democratic strains.

As transnational education grows in complexity, it is imperative degree-awarding institutions develop ways to ensure the quality of their offshore provision. Although agencies, such as the Quality Assurance Agency (QAA) in the United Kingdom and Tertiary Education Quality and Standards Agency (TEQSA) in Australia, safeguard standards through guidelines and reviews, it is vital degree-awarding institutions consider their own actions in the pursuit of academic quality. Although codes of conduct can guide quality assurance, this article suggests these documents are not enough to ensure quality education occurs. Offering a study of two Chinese–British transnational partnerships, this article identifies two key challenges that can affect the implementation of quality assurance at the operational level: time and cultural difference. The findings suggest that senior managers at degree-awarding institutions should consider how their structures and policies encourage and support the implementation of quality assurance at the operational level.