Any teaching or learning activity in which students are in a different country (the host country) to that in which the institution providing the education is based (the home country). (GATE 2000:1) The literature focused on Transnational Education (TNE) also identified ethical concerns related to the exploitative impact of western universities establishing branch campuses overseas without due regard for the local environments in which they are located. Tickly (2001); Kim (2009, 2010); Naidoo (2009); Ryan (2009); Kauppinen (2012); Caruana and Montgomery (2015) and Hudzik (2015) Stafford and Taylor (2016) identify the need for more western universities to adopt more respectful approaches to TNE delivery of programmes and they emphasise that arrangements should strengthen the higher education infrastructure of host nations. Yang (2008: p.274) analysed the impact of TNE in China and argued that China was perhaps the complex, world’s ‘most overhyped and under analysed market for He argued that the Chinese TNE’. government accepted TNE particularly the establishment of branch campuses by some of the most elite institutions in the world as a means of rapidly boosting capacity within the Chinese higher education system and accelerating the process of reform in the higher education system. Yang (ibid.) argues that the consequences of branch campus developments in China have not been without their drawbacks and many tensions and challenges have been created by western universities transplanting branch campuses into overseas environments without respect for indigenous contexts, values and traditions. Recently Jane Knight (2015 p.1) suggested that approaches to TNE are transforming and she proposed that three new generic models of international
Any teaching or learning activity in which students are in a different country (the host country) to that in which the institution providing the education is based (the home country). (GATE 2000:1) The literature focused on Transnational Education (TNE) also identified ethical concerns related to the exploitative impact of western universities establishing branch campuses overseas without due regard for the local environments in which they are located. Tickly (2001); Kim (2009, 2010); Naidoo (2009); Ryan (2009); Kauppinen (2012); Caruana and Montgomery (2015) and Hudzik (2015) Stafford and Taylor (2016) identify the need for more western universities to adopt more respectful approaches to TNE delivery of programmes and they emphasise that arrangements should strengthen the higher education infrastructure of host nations. Yang (2008: p.274) analysed the impact of TNE in China and argued that China was perhaps the world’s ‘most complex, overhyped and under analysed market for TNE’. He argued that the Chinese government accepted TNE particularly the establishment of branch campuses by some of the most elite institutions in the world as a means of rapidly boosting capacity within the Chinese higher education system and accelerating the process of reform in the higher education system. Yang (ibid.) argues that the consequences of branch campus developments in China have not been without their drawbacks and many tensions and challenges have been created by western universities transplanting branch campuses into overseas environments without respect for indigenous contexts, values and traditions. Recently Jane Knight (2015 p.1) suggested that approaches to TNE are transforming and she proposed that three new generic models of international
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