Sino‐UK transnational education in China: rhetoric versus reality

Abstract

PurposeThe purpose of this paper is to examine the gap between what should happen and what actually happens in Sino‐UK transnational education (TNE) provision, with a focus on the barriers of language and culture.Design/methodology/approachFollowing a literature review, an exploratory study was carried out using the non‐probability‐based snowball sampling method. In total, 38 programme managers from ten Sino‐UK TNE providers responded to a questionnaire survey, with eight of them taking part in a subsequent semi‐structured interview. Additional data were collected via observations at staff meetings and classes.FindingsDemand for Sino‐UK TNE based in China was in decline for reasons including demographic changes, increased competition and expansion in the Chinese state sector. Due to barriers of language and culture, the overall learning experience of TNE students in China was not found comparable with that of their counterparts in the UK in terms of learning, teaching and academic support.Research limitations/implicationsWithout further research, the findings of this study may not be generalised to all Sino‐UK providers due to the non‐probability based sampling method.Practical implicationsManagers of a Sino‐UK TNE partnership on both sides need to be open about the language and culture induced challenges facing the sector and be committed to addressing them in the long term if they are to continue their operation.Originality/valueThe paper presents admissions from practitioners about the disparities between the rhetoric and reality of the current Sino‐UK TNE provision, which raise questions critical to the future survival of the sector.

Curriculum design, development and implementation in a transnational higher education context

“…Most students across the three cohorts were far from fluent in English. There is evidence from research into Sino-UK TNE programmes, that formal IELTIS scores in English (typically 6.0) are rarely attained by most Chinese students on UK-based TNE programmes, where there is strong competition for enrolments among the competing universities (Zhuang and Tang, 2012).…”

Students’ Learning Experiences in the Foundation Year of a Sino-Foreign Joint University

“…One the one hand, the instructional language in cooperation institutions is English or mainly English. However, most Chinese students do not meet the minimum requirement to enter a foreign degree program, though they have spent 12 years learning English before they enter university [10]. As a result, the preparation stage exists to offers courses, such as English for Academic Purposes (in the following paper, the author will use EAP to replace English for Academic Purposes), which develop students' academic English skills to help them better adapt to subsequent undergraduate studies.…”

An examination on the growth and sustainability of Australian transnational education

“…However, the country is limited in its capacity to provide higher education. With a state capacity to manage only 6.75 million in 2010 ( CHSI News , 2010) in the face of an expected demand of 45 million in 2015 (Zhuang and Tang, 2012; Marginson, 2004), it is thus not surprising that China has become a popular destination for TNE where foreign universities move in to capitalize on the excess demand for higher education.…”

“…One can easily imagine the resource requirement if an Australian university is to offer partnered delivery programs in several locations in China. Indeed, the constant tension between income and quality is beginning to take its toll on UK-China programs as competition toughens (Zhuang and Tang, 2012), faced with a falling population of school leavers ( China News , 2010), and increasing requirements from both China and the UK on quality assurance (Zhuang and Tang, 2012). While there has been limited study on how Australian universities manage in China, the experience from UK universities is likely to provide a glimpse into what Australian universities face.…”