Building Research Capacity at a TNE Institution: The Case of Westminster International University in Tashkent

Factors influencing quality of transnational education: Evidence from a Sino-UK MA program

“…At the institution-to-institution level, the local institution serves as the mediator bridging the foreign educational resources and the local contexts, and the foreign institution adapts to local conditions with trust and restrained power. At the institution-to-student level, developing a share-culture in management and quality assurance is significance for the sustainability of TNE, since the Western institutions take an egalitarian student-centered approach while the Southeast Asian countries prefer hierarchical structures embracing control over students and the actions of faculty ( Mirkasimov et al, 2021 ). In this case, both institutions adopt the egalitarian student-centered approach in programming, which can be found in the process of classroom teaching, assessment and other service management activities.…”

“…Although host countries benefit from increased access to international higher education and improvement in education quality, and students gain skills in their international outlook and inter-cultural competencies ( William, 2021 ), no evidence shows that TNE providers tailor the special program for host countries ( British Council and DAAD, 2014 ). In practice, there is inter-cultural communication disagreement between institutions from Western developed countries and developing countries, because the former takes an egalitarian student-centered approach while the latter prefers hierarchical structures embracing control over students and the actions of faculty ( Mirkasimov et al, 2021 ). Developing a share-culture in management and quality assurance is one of the challenges for the sustainability of TNE.…”