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Purpose -Since the 1980s, and especially after China's entry into the World Trade Organization (WTO) in 1991, international educational collaborations have developed in China. Spurred by economic, cultural and educational factors, joint programs have become an essential supplement to Chinese education. Despite the obvious and diverse benefits brought about by joint programs, various challenges arise. The purpose of this paper is to evaluate the benefits and challenges generally and then in a more targeted way through the lens of one Sino-Australian partnership.Design/methodology/approach -This paper uses a case study of one joint Australia-China program to explore the development, benefits and challenges of joint programs in China and suggest how to improve the overall quality of the joint programs which will further international collaboration of educational institutions in China.Findings -Joint programs are a strategic component of the expansion and globalization objectives of the Chinese government. They offer more opportunities for Chinese students to receive an overseas education, enhance the research profile of Chinese universities and promote new ways of teaching and learning. For the Australian government, transnational education and the model of joint programs are helping to build Australia's research reputation, develop alternative teaching and learning ideas and promote global citizenship. Challenges include linguistic issues, financial problems, inefficient management, program assessment, qualifications, skills of teaching staff and different ways of thinking.Practical implications -Enhancing pedagogical quality within a business paradigm is a unifying imperative.Originality/value -The paper presents a new case study analysis for joint program educators and decision makers.

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Positive psychology interventions are widely used in primary and secondary education to enhance student engagement and well-being. When used in the higher education sector, interventions tend to be used in psychology, psychotherapy and mindfulness programmes with successful outcomes in terms of student engagement, learning and well-being. However, there is little evidence to support the effectiveness of such interventions in disciplines outside of psychology. This triangulated action research study utilised student self-reported feedback to explore the link between positive psychology interventions and student engagement in a non-psychology related classroom. The study involved two intervention and one control group. In contrast to results obtained from psychology students, findings in this study showed a lack of student engagement in both intervention groups and a significant increase in student engagement in the control group compared to one of the intervention groups. The findings suggest that further consideration needs to be given to identify positive psychology interventions that might achieve a better fit with non-psychology students.

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