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Purpose: Although the existing literature indicates the strategy of decentralization adopted by the Chinese government has permitted the introduction of transnational higher education (TNHE) into mainland China at its very beginning in the 1980s, relatively little research has been conducted to explore the effects of the ensuing-released policies on the development of TNHE after then, especially at institutional level. The purpose of this paper is to fill this research gap by presenting data/information about recent development of TNHE in China and analyzing teachers’/students’ perceptions of autonomy enjoyed by the newly emerging cooperation type, Sino-foreign cooperation universities. Design/methodology/approach: Based upon the purposive sampling method, we chose University A and B as case studies in this research to ensure the representativeness, since they cooperate separately with the major exporters of TNHE in China. In addition, key informants and snowball sampling were adopted to select our respondents. In total 5 administrative staff and 12 students were interviewed to evaluate their working/ learning experience there. The detailed information about the interviewees are listed as Appendix. Findings: The fieldwork conducted in 2014 and 2015 reveals the governance model toward Sino-foreign cooperation universities could be categorized as predominantly decentralized. Specifically, the authors listed the most obvious aspects showing the different level of autonomy enjoyed by different cooperation types below: the internal administrative structure, the enrollment capacity, the criteria of admission and the quality assurance method. Originality/value: This paper critically explores how local education bureaus regulate these TNHE programs in general and monitor the operation of the overseas university campuses being founded in China in particular. In addition, this paper also reports the field interviews with faculty members and students, particularly their evaluation of working/learning experiences in the field of TNHE. Most important of all, this paper critically reflects upon the changing educational governance and explores what regulatory regime could better conceptualize the changing state-TNHE relations in China

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A significant increase in internationally mobile students has been observed in the past decades. With the strong intention of enhancing their competitiveness in the global labour market, a growing number of students have embarked on their learning journeys through studying abroad or enrolling in transnational Higher Education programmes. These students expect the international learning experience will enhance their future job prospects and career advancement. However, whether or not this learning experience enables students to secure promising positions in the global labour market and make their investments in Higher Education worthwhile remains debatable. Drawing on both student surveys and in‐depth interviews, this study explores how international or transnational Higher Education affects job prospects and career development, with particular reference to the perspective of employable skills and contextual influences. The respondents of the present research rate their learning experiences highly for hard knowledge, soft skills and cross‐cultural understanding. The majority of respondents suggest that the international and transnational learning experience will positively contribute to their career development. Such findings are supported by similar studies related to the job prospects of returning Chinese students after studying overseas. This article contributes to a better understanding of how students assess their studying abroad affected their personal development, job prospects and career development.

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