Transnational education in China: challenges and keys to success

Transnational education, which enables students to complete their studies at an overseas institution while remaining in their home country, has experienced rapid growth since the 2000s. China continues to be the most sought-after market for transnational initiatives, despite significant differences in regulatory, cultural, and educational systems.

Establishing and running a successful programme in China is often more challenging than anticipated, reports indicate. To provide a clear understanding of this landscape, we draw on our experiences as a US institution operating a doctor of business administration programme in the Chinese market to highlight the challenges and key strategies for entering this market.

Student motivation 

To understand why Chinese students are attracted to transnational programmes, it’s important to recognise the key motivating factors they commonly mention when applying. For our doctor of business administration programme, these factors include the university's reputation, access to English-speaking faculty, an appealing curriculum design and practical teaching methodologies. Chinese students place a strong emphasis on university rankings, viewing them as a direct indicator of reputation. For our doctor of business administration students, the presence of distinguished alumni further influences their perception of a university’s standing. Therefore, it’s beneficial to include the institution's rankings—both national and regional, as well as overall and specific metrics—along with notable alumni and their achievements in programme marketing materials.

• Quality assurance of online transnational higher education
• Innovative approaches to transnational education
• Use Etherpad to improve engagement in large transnational classes

Faculty engagement 

English-language instruction is a major advantage of transnational programmes and the primary reason why Chinese students choose to enrol, even with higher tuition fees compared to local alternatives. However, these programmes must address two challenges related to English instruction in advance. First, some students may struggle to follow English lessons, particularly when dealing with advanced content. Second, it can be challenging to send English-speaking faculty to China for extended periods due to their teaching and family commitments in their home countries. To tackle these issues, based on our experience, programmes could consider several strategies: 

• Employ a mix of English-speaking, bilingual, and Chinese-speaking instructors, especially using bilingual and Chinese-speaking instructors for advanced courses
• Implement a combination of regular online classes with English-speaking professors visiting China for short periods to conduct workshops and lectures
• Assign a Chinese teaching assistant to each English instruction class to translate teaching materials in advance and facilitate class discussions
• Use technology such as AI-powered instant translation in virtual classes to improve communication between faculty and students.
• By proactively addressing these issues, transnational programmes can better support Chinese students and enhance their educational experience, ultimately leading to higher satisfaction and success.

Pedagogy 

The interactive online learning environment is another significant factor that draws students to transnational education programmes. Traditional Chinese classrooms typically focus on instructor-led lectures, with students listening passively. In contrast, Western pedagogy adopts a different approach, prioritising skill and competency development through diverse methods. For example, in our doctor of business administration programme, instructors use case studies to link theory with practice, promote collaborative projects and group discussions, and encourage critical thinking and debate, resulting in a more immersive experience. 

While transitioning from passive listening to active participation can be initially intimidating for many students, we have observed that most adapt well to Western teaching methods and provide very positive feedback about the interactive nature of the courses. Business students, in particular, who have multiple years of industry experience, value the opportunity to share their practical insights and eagerly anticipate being challenged and inspired by their instructors and peers. For instructors, it is essential to create a safe environment where students feel comfortable challenging both teachers and classmates and demonstrate patience throughout the learning process.

Collaborative Partnerships

The Chinese Ministry of Education mandates that all degree-granting transnational programmes must collaborate with a Chinese partner institution. Transnational education is still a relatively new concept in China, and many students are unfamiliar and unsure about it, especially given the high tuition costs. The Chinese partner plays a vital role in educating prospective students, marketing the programme and providing the necessary infrastructure and resources to support their studies. Therefore, factors such as the reputation of the potential partner, geographic location, and available resources are key considerations when selecting partners. 

Additionally, other important factors to consider include aligned missions and values, a willingness to understand different educational systems and strong supportive leadership from both parties. Furthermore, we recommend that transnational universities retain ultimate control over academic components of their programme to safeguard their reputation while also being open to making necessary localised adjustments for sustainable growth.  Ultimately, successful transnational education in China requires a mutual commitment from both parties at all levels. 

Future outlook 

Chinese students are continually seeking international education experiences. The increasing unemployment and economic downturn after COVID are likely to drive demand for locally offered international courses and degrees. Transnational education programmes must understand their target audience and their needs, providing high-quality education to meet them. This understanding is essential for both existing transnational education providers and new entrants to ensure sustainable growth.

Zhen Zhang is a professor of management at the University of La Verne, California.

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