Internationalising transnational higher education : a comparative case study of two universities with independent legal entity in China

Abstract

This study aims to address the research gap regarding the internationalisation of Chinese-Foreign Cooperation in Running Schools (SFCRS) with Independent Legal Entity within the higher education context. Despite the significance of the internationalisation in higher education, limited published studies specifically focus on this mode of cooperation. The research aims to develop a framework for internationalisation in higher education and examines its implementation in terms of integrating international and cross-cultural knowledge into core institutional functions. Additionally, the study investigates students’ experiences and competencies acquired through university internationalisation efforts, as well as the role of faculty in the internationalisation process. Furthermore, the study explores how SFCRS strike a balance between local and international elements in their internationalisation endeavours. The research employs a comparative case study approach, involving a total of twenty-eight participants, including eight faculty members, eight administrative staff, and twelve students. Equal representation from two SFCRS with independent legal entity, China-Britain University (CBU) and Mainland-Hong Kong University (MHU), was ensured. Data collection involved face-to-face semi-structured interviews and document reviews. The findings unveil a range of practices employed by universities to manage international learning. Both case study universities engage faculty members in internationalisation through various initiatives. These initiatives aim to enhance faculty members’ knowledge and expertise in global issues and foster cross-cultural understanding in the classroom. Students at both universities benefit from internationalisation efforts by acquiring multilingual skills, cross-cultural knowledge, and global competencies. The integration of international perspectives in the curriculum and the extra-curriculum opportunities contribute to students’ overall international experience. However, the integration of local cultural and knowledge elements into internationalisation appears superficial or disjointed from the primary initiatives. The case study universities adopt approaches that can be characterised as “Western Learning as Substance, Chinese Learning for Application,” indicating a lack of authentic equilibrium between internationalisation and localisation. These findings hold implications for institutional management in formulating and implementing policies that foster an inclusive learning environment, integrating international perspectives while preserving and incorporating local values and knowledge. To achieve a more comprehensive internationalisation approach, universities should consider combining local cultural and knowledge elements more effectively into their core initiatives. Overall, this study provides valuable insights for policymakers, institutional leaders, and researchers seeking to advance internationalisation in SFCRS and improve the overall quality of higher education.