ABSTRACT
While the term international education is synonymous with students travelling from their home country to an overseas country to study, with transnational education (TNE) it is the programme of study rather than the student that travels (McBurnie 2000). TNE takes many forms that are shaped by national and institutional perspectives on education held within the borders of the countries it crosses. These perspectives are underpinned by historical, economic and cultural influences. It is increasingly common for universities from the United Kingdom and Australia to have campuses in countries such as Saudi Arabia, China, Malaysia and Vietnam delivering a qualification from the provider institution to local students (Shams and Huisman 2012; Wilkins and Balakrishan 2013). Hailed as one of the key trends in international education, and as increasing the accessibility of internationally recognised qualifications, TNE has spawned the notion of ‘glocal’, studying locally for a global education (Teichler 2004).
