Students’ academic achievements and individual transformation are crucial to ensuring the sustainability of transnational higher education (TNHE) program development. This section presents the findings from interviews conducted with professors, administrators, and alumni involved in the TNHE programs. It focuses on the primary challenges these programs face and the strategies employed to address them. The analysis is structured around six key challenges: cultural differences, language barriers, communication issues, faculty recruitment and retention, integration of AI, and political stability. Each section outlines the challenges and provides recommendations for mitigating these issues based on the insights gathered from the interviews.

l  Cultural Differences

Cultural differences are among the most significant challenges in TNHE programs, particularly in teaching, learning, and communication with local partners. Chinese students often exhibit more passive and shy behavior than their international counterparts, affecting classroom dynamics. Additionally, Chinese students are accustomed to passive learning models, such as memorization and recitation, and struggle with transitioning to active, discussion-based learning methods like case studies and simulations. Foreign professors may also face difficulties adapting to Chinese classroom dynamics, leading to teaching expectations and student behavior gaps.

To address cultural differences, it is essential to provide comprehensive onboarding orientation and training for foreign professors, helping them adapt to the Chinese classroom environment. Additionally, introducing global culture courses can help students better understand different cultures and improve their communication skills. International residencies can expose students to diverse cultures and business environments, broadening their perspectives and enhancing their global mindset. Furthermore, conducting workshops to help students adapt to the U.S. learning environment, including time management and plagiarism prevention, can bridge the gap between Chinese and foreign educational systems. Providing cultural orientation for both faculty and students is also crucial in fostering mutual understanding and respect.

2 Language Barriers

Language barriers are another significant challenge in TNHE programs. Students often struggle with language proficiency, which hinders their ability to fully engage with teaching materials and participate in global team projects. This issue is particularly pronounced in classes with mixed nationalities, where language barriers can affect student participation and comprehension.

To mitigate language barriers, introducing prerequisite courses can help students adapt to the new learning model, particularly in terms of language proficiency and critical thinking skills. Offering English language workshops and support for students to improve their proficiency is also essential. Additionally, providing language training for faculty to better communicate with non-native English speakers can enhance the overall learning experience. Encouraging students to participate in language exchange programs and global team projects can further improve their communication skills and foster a more inclusive classroom environment.

Faced with these changes, students need to enhance their language capability (Akhtar et al., 2015; Brown, 2009) and raise their cultural sensitivity and awareness (Canen & Canen, 2001; Delong et al., 2011). In practice, some Chinese host universities have outsourced foreign language courses to language training companies. This approach may be practical for undergraduate-level TNHE programs, as the entire academic journey spans four years. However, it may not be suitable for graduate-level TNHE programs due to the shorter teaching period.

In response to this challenge, some programs have chosen to elevate the language proficiency standards during student recruitment. While this strategy may lead to a smaller pool of candidates, it could also negatively impact the programs' enrollment numbers, as well as their sustainability and financial outcomes for TNHE programs. Consequently, universities must consider the trade-offs between raising language proficiency standards and maintaining a robust candidate pool and enrollment figures.

3 Faculty Recruitment and Retention 

Another significant challenge in TNHE programs is recruiting and retaining experienced professors who can 

effectively facilitate transformative learning. Foreign professors who can adapt to the Chinese educational 

environment are tough to find. Additionally, some faculty members may lack up-to-date industry experience, 

leading to a gap between theoretical teaching and practical business needs.

The faculty members in the interviews stress that it is crucial to encourage faculty to focus on teaching quality and support their professional development, including research opportunities and recognition for excellent teaching. Recruiting faculty with international experience and providing ongoing training to ensure they are up-to-date with the latest teaching methods can also enhance the quality of education. Hiring industry professionals as adjunct faculty to bring real-world experience into the classroom can bridge the gap between theoretical teaching and practical business needs.

Faculty development is another critical aspect of ensuring teaching transformation in TNHE. Ensuring that faculty members possess the necessary qualifications, skills, and expertise to deliver high-quality education is vital for the sustainability of these programs. Foreign instructors also need to consider integrating local perspectives into the teaching and understanding of local cultures (Freeman, 2015) and include educational methods to support international awareness and competence (Köles & Vörös, 2011). They must also understand why specific values are most important in certain contexts (Levitt, 2016). Regular professional development opportunities and the sharing of best practices among educators can help enhance teaching quality and student learning experiences.

By prioritizing faculty recruitment and retention, TNHE programs can enhance the quality of education, ensure the satisfaction of students and stakeholders, and ultimately contribute to the long-term success and sustainability of these initiatives.

In the past two decades, Chinese TNHE program providers have tried different reforms. Some programs implement foreign fly-in professors who join teaching with local faculties for one course and some rely on guest speakers, company visits, and team projects with enterprise peers to enrich the courses. These methods require significant capabilities and resources from TNHE academic support and administrative teams as well as adequate financial support for the programs. Another option for TNHE programs is to reduce reliance on fly-in faculty and recruit more local professors with degrees from well-known foreign universities. However, this may raise concerns about the degrees' origin and the TNHE's value.

Sufficient communication among foreign and Chinese local instructors enables them to get consensus on teaching methods and materials. Transformation happens both ways. The collision and integration of the experiences, viewpoints, and perspectives based on different historical and cultural backgrounds results in both foreign and Chinese instructors experiencing transformation of change. 

4Teaching Material Updates and Localization

Curricula designed by foreign partners are not always relevant to the Chinese context, creating challenges in adapting a foreign-centric curriculum to a Chinese audience. Additionally, the global business environment requires constant updates to the curriculum, which can be challenging to implement. Faculty research can sometimes be outdated, and students expect more practical, up-to-date content.

The interviewees' suggestions include developing more localized content relevant to the Chinese business environment while maintaining global perspectives, which can enhance the relevance of the curriculum. Regularly updating teaching materials to reflect the latest industry trends and technologies can ensure students receive up-to-date and practical knowledge. Inviting industry professionals to share their experiences and provide practical insights into the curriculum can also bridge the gap between theoretical teaching and real-world applications.

Standardizing curricula, teaching, and assessment methodologies may decrease the cultural and social capital available in host countries. Therefore, program developers shall maintain a certain degree of localization in teaching curricula and delivery methods. This requires close collaboration between home and host universities, with smooth communication and mutual understanding, to achieve academic quality and standards while adapting to local social contexts and market requirements.

To develop a transnational curriculum, Clarke and others (2016) suggested that developing a transnational community of practice comprising staff from home and host institutions is fundamental for synthesizing transnational knowledge, capturing contemporary learning practices, and ensuring a timely review and upgrade of the curriculum, its contents, and pedagogy. It must remain relevant and responsive to global trends and industry demands while integrating local perspectives (Haigh, 2009). Blended learning platforms (online and offline) and the development of localized textbooks and learning materials were highly desired solutions (Hu et al., 2019).  This process ensures that students receive high-quality teaching materials to enable knowledge transformation, and it is also a process of integrating foreign perspectives and local realities.   

5 Communication Issues

Effective communication is a critical challenge in TNHE programs, particularly in managing programs with multiple international partners. Professors often encourage open discussions and critical thinking, contrasting with the more passive learning model in Chinese education. This discrepancy can create challenges in fostering effective communication between faculty and students and among students themselves. Additionally, administrators of collaborative programs have identified that communication between the offices responsible for managing the partnership at both institutions is crucial. Differences in culture, language, and educational systems can lead to varying perspectives on problem recognition and resolution.

Building informal relationships between faculty and students through team-building activities and interactive sessions outside the classroom can enhance the transformative learning experience. Encouraging students to participate in language exchange programs and global team projects can improve their communication skills. Organizing more interactive sessions can also help students develop better communication and teamwork skills, fostering a more collaborative learning environment.

Administrators must maintain open and effective communication channels between partner institutions. This requires a broad-minded approach and flexible wisdom to reach mutual understanding and agreement while maintaining core principles. It is important to recognize that not all situations will result in unanimous views or solutions. However, striving for a realistic approach that accommodates differences while seeking common ground is crucial. Ensuring a positive and respectful communication environment is fundamental to the successful development and sustainability of the partnership.

6 Integration of AI

The integration of AI into TNHE programs presents both opportunities and challenges. While AI can enhance learning through tools like simulation systems, students may rely too heavily on AI for assignments, hindering their critical thinking and learning process. Additionally, professors are still exploring how to effectively integrate AI into teaching without compromising the quality of education.

Using AI as a supplement to teaching, not a replacement, can maintain the human element in fostering emotional and inspirational connections in the classroom. Training faculty on effectively integrating AI tools into their teaching can enhance the learning experience. Investing in technology infrastructure to support online and hybrid learning models can also ensure that AI is used to its full potential without compromising the quality of education.

7 Political Stability and Relationship

Political tensions and economic uncertainties, particularly between China and the U.S., can affect student recruitment and program stability. These political differences can create challenges in program operations and faculty recruitment, impacting the overall success of TNHE programs.

Diversifying international partnerships can reduce reliance on any single country and mitigate the impact of political tensions. Developing flexible program structures that adapt to changing political and economic conditions can also ensure the stability and success of TNHE programs.

The interviews with professors, administrators, and alumni reveal that TNHE programs face significant challenges, including cultural differences, language barriers, communication issues, faculty recruitment and retention, AI integration, political stability, and curriculum localization. However, the strategies proposed in this section offer practical solutions to address these challenges. By implementing these recommendations, TNHE programs can enhance their effectiveness and better prepare students for the demands of a globalized world. It comprehensively analyzes the challenges and strategies in TNHE programs, offering valuable insights for academics, administrators, and policymakers involved in transnational education.

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