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This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.

The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.

Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.

This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

In his recent book Critique of Information, Scott Lash claims that contemporary times can better be understood as the information age rather than as postmodernism, the risk society, late capitalism, consumer society, etc. “Information society is, first, preferable to postmodernism”, he states, “in that the former says what the society principle is rather than saying merely what it comes after. Second, postmodernism deals largely with disorder, fragmentation, irrationality, whilst the notion of information accounts for both the (new) order and disorder that we experience.” He goes on to delineate the great difference that he sees between narrative and discourse, on the one hand, and information as it is presented by the media on the other. “Unlike, say, narrative or discourse or painting, the information in the papers comes in very short messages. It is compressed. Literally compressed. Narrative as in the novel works from a beginning, middle and end. The subjective intentions of the protagonist are the motor of the plot, the events follow from one an other as causes and effects. Discourse ‐ as in philosophic or social scientific texts ‐ is comprised of conceptual frameworks, of serious speech acts, of propositional logic, of speech acts backed up by legitimating arguments. Information is none of these.”. In fact, Lash suggests that, “the primary qualities of information are flow, disembeddedness, spatial compression, temporal compression, real‐time relations.” He ends his interpretation of our contemporary society with the conclusion that “informational knowledge is increasingly displacing narrative and discursive knowledge”.