Guest editorial

摘要

Since the late 1990s, transnational education has become a key part of the internationalisation strategies of higher education institutions. Knight (2016) defines transnational higher education as the mobility of programmes (e.g. franchised degrees, joint/double degrees and distance learning) and providers (e.g. international branch campuses and joint universities) across national borders. Thus, transnational higher education generally involves programmes and institutions moving to where the students are located rather than the students going to foreign countries as international students.