This study critically examines the historical dimensions of transnational higher education (TNHE), emphasizing the paramount significance of students’ learning experiences. Focusing on institutions geographically linked to foreign universities, the research investigates the nuanced interplay between transnational initiatives and their profound implications. In the wake of the 'transnational turn' since the early 1990s, TNHE has become integral to global internationalization, encompassing initiatives like international branch campuses (IBCs) and Sino-foreign cooperation programs. The transnational HE studies have yielded considerable results, with increased exposure to internationalisation of HE, the IBC has been considered as a symbol of "Internationalisation at home", and a cost-effective option to experience foreign education and improve intercultural competence at a lower cost. Current studies have been overwhelmingly focused on possession of transnational skills and knowledge, and the role of IBC educational characteristics in improving employability (Belderbos, 2020). Nevertheless, few studies have been undertaken to investigate students’ learning experiences with IBC under a decolonized context. Hence, by adopting a micro-historical lens, leveraging oral history interviews, archives, and images, a thematic analysis has been applied to unravel the intricate experiences of students within TNHE. And it is argued in this research despite the growing scholarly interest in TNHE, its historical dimensions remain underexplored compared to the longer-established history of internationalization in higher education. Such insights can diversify narratives of the interconnections between students’ learning experiences in IBCs and the wider social fabric underscores their intricate involvement in ongoing transformations prompted by the proliferation of higher education.

Authors:
Wanwei Nie, University College London, United Kingdom

About the Presenter(s)
Miss Wanwei Nie is currently a doctoral candidate at Institute of Education, University College London, United Kingdom.

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