ABSTRACT
The process of globalisation is pushing twenty-first-century higher education toward greater international involvement (Altbach and Knight 2007) and this has turned higher education into ‘a global business engaging in marketing strategies to sell their knowledge-based products, attract foreign students, and establish international branches’ (Spring 2009, 100). Worldwide there is a growing demand for access to higher education combined with increasing need for more diversified and flexible types of course delivery (van der Wende 2003) with international cooperation in higher education becoming a key feature of development in today’s global market (Chan 2004). Universities in different countries are forging alliances to compete in the global and mass higher education markets (ibid.) and therefore, as Leask (2008) has argued, transnational higher education (TNE) has become an agent of globalisation. In recent years, TNE has grown in scope and been engaged in recruitment campaigns for international students and faculty, as well as the race to create successful and competitive regional education hubs (Knight and Morshidi 2011).
