Navigating Organizational Identity in Transnational Higher Education: The Case of a Hong Kong University's Branch Campus in Mainland China
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| Title: | Navigating Organizational Identity in Transnational Higher Education: The Case of a Hong Kong University's Branch Campus in Mainland China |
|---|---|
| Language: | English |
| Authors: | Kun Dai (ORCID |
| Source: | Higher Education Research and Development. 2026 45(4):936-952. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, Multicampus Colleges, International Cooperation, International Education, Institutional Characteristics, Institutional Mission, Global Approach, Nationalism, College Students, Student Attitudes, Reputation |
| Geographic Terms: | Hong Kong, China |
| DOI: | 10.1080/07294360.2025.2566433 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | International branch campuses (IBCs) have emerged as a significant means of advancing transnational higher education. While existing studies have examined various aspects of IBCs' organizational identity, few have investigated the power dynamics inherent within that identity. This qualitative study focuses on the perspectives of institution members -- including managers, academics, and students -- regarding the organizational identity of a Hong Kong institution's branch campus located in the Greater Bay Area of mainland China. The findings indicate that the IBC embodies both international and Chinese identities. However, there is an asymmetric power relationship between these two identities. The 'international' identity holds greater influence over academic affairs, including curriculum, teaching, and research, while the Chinese identity primarily emphasizes adherence to government regulations. This research enhances our understanding of the tensions that arise between international and local elements in transnational higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504278 |
| Database: | ERIC |
| Abstract: | International branch campuses (IBCs) have emerged as a significant means of advancing transnational higher education. While existing studies have examined various aspects of IBCs' organizational identity, few have investigated the power dynamics inherent within that identity. This qualitative study focuses on the perspectives of institution members -- including managers, academics, and students -- regarding the organizational identity of a Hong Kong institution's branch campus located in the Greater Bay Area of mainland China. The findings indicate that the IBC embodies both international and Chinese identities. However, there is an asymmetric power relationship between these two identities. The 'international' identity holds greater influence over academic affairs, including curriculum, teaching, and research, while the Chinese identity primarily emphasizes adherence to government regulations. This research enhances our understanding of the tensions that arise between international and local elements in transnational higher education. |
|---|---|
| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2566433 |
