Poster #74 - Mutual Recognition in Transnational Higher Education: A Mixed-Methods Study

• In Event: Saturday Poster Luncheon

Abstract

Introduction/Background：
The rapid expansion of Transnational Higher Education (TNHE) has led to the emergence of complex institutional models, such as the “One University, Two Campuses” (OUTC) framework. Prominent examples include U.S.-led joint ventures and regional campus expansions designed to foster global talent mobility and resource sharing. Despite the growth of these dual-campus systems, a critical policy challenge remains: the “recognition gap.” While institutions promise equivalent academic standards across borders, the practical implementation often struggles with uncoordinated governance and varying institutional logic, leading to inconsistent recognition of academic qualifications by internal stakeholders and the global labor market.

Research Question：
This study systematically investigates the factors influencing the mutual recognition of academic qualifications within the OUTC model. It seeks to answer:
RQ1: What are the fundamental discrepancies in governance structures, academic offerings, and financial support between original campuses and their sub-campuses, and how can these differences be used to categorize OUTC models systematically?
RQ2: What is the current level of mutual recognition for academic qualifications within these cases, focusing on both inter-campus recognition and societal recognition by employers?
RQ3: To what extent do factors such as governance coordination, academic alignment, and financial independence/sufficiency influence the level of qualification recognition?

Data and Methods：
The study employs a mixed-methods research design, including case studies, surveys and expert interviews with Modified Delphi Method (MDM).
Comparative Case Studies: Analysis of 10 domestic and international OUTC cases, including high-profile U.S.-China ventures such as Duke Kunshan University and NYU Shanghai, alongside regional models like Yale-NUS College. We aim to analyze and categorize the governance structures, academic offerings, and financial support of existing cases.
Inter-campus Surveys: Quantitative data from approximately 950 students, faculty, and administrative staff across 19 individual campuses. This survey aims to evaluate levels of cross-campus mutual recognition.
Employer Survey: A supplementary but critical survey of 50 senior human resource professionals and hiring managers to assess external market recognition and the "signaling" value of branch campus degrees.
Expert Consensus: Qualitative insights from focus groups and a three-round MDM involving panels of at least 10 experts per case, 3 cases altogether. The MDM is used to prioritize influencing factors and validate policy recommendations based on expert consensus.

Results: Preliminary findings reveal a hierarchical "recognition asymmetry": original campuses consistently demonstrate lower recognition of sub-campuses than vice-versa. While employers significantly favor original campuses, this gap narrows when controlling for the employer's familiarity with the specific sub-campus model. Furthermore, while tighter governance coordination and academic alignment improve a campus's self-perception, they fail to enhance recognition from its partner campus, highlighting persistent "information silos" between campuses. Finally, stakeholder priorities diverged: students focus primarily on the physical consistency of degree certificates, whereas employers prioritize historical reputation and evidence of academic alignment.

Implications: This research offers a scalable framework for university leaders to navigate transnational complexities. It suggests that securing market recognition requires moving beyond "brand-sharing" toward genuine institutional integration. The findings provide actionable insights for enhancing the credibility of global branch campuses in an increasingly competitive international education landscape.

Author

• Zhizhao Li, The Hong Kong University of Science and Technology
  Presenting Author