Challenges and success factors of transnational higher education: a systematic review

Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

“…Democracies and autocracies alike strategically use THEIs and programmes to support their national brands (Varpahovskis & Kuteleva, 2023). Transnational education can comprise online distance learning or an in-country model, such as international branch campuses (Tran et al, 2023;Varpahovskis & Kuteleva, 2023;Curle et al, 2020).…”

“…Transnational education has increased exponentially in recent years (Tran et al, 2023). In the case of the UK, for example, records indicate that 52 percent of international students enrolled in UK qualification programmes in 2016 took some form of transnational educational provision in another country without going to the UK (Tran et al, 2023).…”

“…Transnational education has increased exponentially in recent years (Tran et al, 2023). In the case of the UK, for example, records indicate that 52 percent of international students enrolled in UK qualification programmes in 2016 took some form of transnational educational provision in another country without going to the UK (Tran et al, 2023). In 2018, over 650,000 international students studied at a British university using English while based outside of the UKcontributing to rising use of English on transnational campuses (HESA, 2019; cited in Curle et al, 2020, 19).…”

“…A systematic review of transnational HE finds that without proper management, entities involved in both countries can suffer from loss in reputation and income (Tran et al, 2023). The lack of quality assurance guidance and difficulty in collaboration of staff from both countries due to cultural, language and time differences, contribute to challenges in maintaining and promoting quality assurance (Tran et al, 2023).…”

“…A systematic review of transnational HE finds that without proper management, entities involved in both countries can suffer from loss in reputation and income (Tran et al, 2023). The lack of quality assurance guidance and difficulty in collaboration of staff from both countries due to cultural, language and time differences, contribute to challenges in maintaining and promoting quality assurance (Tran et al, 2023). Inadequate training in transnational education and ability to incorporate and adapt to different cultures, teaching styles and curriculumsand low English proficiency of local students and staffcan also negatively affect the quality of transnational education programmes (Tran et al, 2023).…”