Bridging Pecuniary and Non-Pecuniary Goods: Examining the Global Common Goods Impacts of a U.S. University's Transnational Dual-Degree Programmes
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| Title: | Bridging Pecuniary and Non-Pecuniary Goods: Examining the Global Common Goods Impacts of a U.S. University's Transnational Dual-Degree Programmes |
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| Language: | English |
| Authors: | Dong Chen (ORCID |
| Source: | Higher Education Quarterly. 6647176 2026 80(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Dual Enrollment, Academic Degrees, Research Universities, Partnerships in Education, College Programs, International Cooperation, Global Approach |
| Geographic Terms: | United States, Cambodia, China, India, Indonesia, Vietnam, Kazakhstan, United Arab Emirates, Jordan, Peru |
| DOI: | 10.1111/hequ.70110 |
| ISSN: | 0951-5224 1468-2273 |
| Abstract: | This study examines the global common goods generated by transnational dual-degree programmes between a United States public research university and its 11 partner institutions in Cambodia, China, India, Indonesia, Vietnam, Kazakhstan, the United Arab Emirates, Jordan, and Peru. Grounded in the higher education as a global common good framework, the analysis shows how these programmes are perceived to produce pecuniary and non-pecuniary goods. Non-pecuniary goods, recognised as global common goods, include promoting reciprocal Global North-South partnerships, educational access, knowledge generation, and shared values. Meanwhile, pecuniary outcomes such as increased institutional revenue and student employability are perceived to enable the production of global common goods. The findings offer policymakers, practitioners, and researchers insights into the positive potential of a sustainable, equitable, and impactful model for transnational dual-degree programmes. The study calls for a move beyond neocolonial, market-driven approaches toward a more intentional focus on advancing global common goods. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503946 |
| Database: | ERIC |
| Abstract: | This study examines the global common goods generated by transnational dual-degree programmes between a United States public research university and its 11 partner institutions in Cambodia, China, India, Indonesia, Vietnam, Kazakhstan, the United Arab Emirates, Jordan, and Peru. Grounded in the higher education as a global common good framework, the analysis shows how these programmes are perceived to produce pecuniary and non-pecuniary goods. Non-pecuniary goods, recognised as global common goods, include promoting reciprocal Global North-South partnerships, educational access, knowledge generation, and shared values. Meanwhile, pecuniary outcomes such as increased institutional revenue and student employability are perceived to enable the production of global common goods. The findings offer policymakers, practitioners, and researchers insights into the positive potential of a sustainable, equitable, and impactful model for transnational dual-degree programmes. The study calls for a move beyond neocolonial, market-driven approaches toward a more intentional focus on advancing global common goods. |
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| ISSN: | 0951-5224 1468-2273 |
| DOI: | 10.1111/hequ.70110 |
