Transnational partnerships in higher education in China: The diversity and complexity of elite strategic alliances

Montgomery, Catherine

Abstract

Transnational partnerships between universities can illustrate the changing political, social and cultural terrain of global higher education. Drawing on secondary data analysis of government educational statistics, university webpages and a comprehensive literature review, this article focuses on transnational partnerships with particular reference to China in order to illuminate the diversifying relationships between networks of global universities. International partnerships develop in historical, geographic, social and cultural contexts and the analysis of Chinese universities’ partnerships across different social, cultural and geopolitical contexts indicates that, even within the elite groups of universities, transnational partnerships are diverse and complex. This article aims to demonstrate that the spread of internationalisation in the form of transnational partnership is not uniform but influenced by complex contextual factors, some of which are accentuating inequalities in the system.

Citation

Montgomery, C. (2016). Transnational partnerships in higher education in China: The diversity and complexity of elite strategic alliances. London Review of Education, 14(1), 70-85. https://doi.org/10.18546/LRE.14.1.08

• Journal Article Type: Article
• Acceptance Date: Apr 7, 2016
• Publication Date: Apr 18, 2016
• Deposit Date: Apr 7, 2016
• Publicly Available Date: Apr 18, 2016
• Journal: London review of education
• Print ISSN: 1474-8460
• Electronic ISSN: 1474-8479
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 14
• Issue: 1
• Pages: 70-85
• DOI: https://doi.org/10.18546/LRE.14.1.08
• Keywords: Transnational partnership; Internationalisation; Elites; Diversity
• Public URL: https://hull-repository.worktribe.com/output/435245
• Publisher URL: http://www.ingentaconnect.com/contentone/ioep/clre/2016/00000014/00000001/art00008
• Additional Information: This is a copy of an open access article published in London review of education, 2016, v.14 issue 1.