Same content, different context : exploring perspectives on student engagement across a transnational multi-campus university

Abstract

Transnational education initiatives, such as international branch campuses, allow students to study and gain degrees from universities based in other countries. Despite concerns about the quality and equivalence of learning experiences at these branch campuses, few studies have examined and compared student engagement across a university’s domestic and international campuses. Guided by Kahu’s (2013) Student Engagement Framework, this research explores in-depth qualitative perspectives of students (n=36) and teachers (n=35) on the influences and dimensions of student engagement at a transnational university with campuses in Scotland, Dubai and Malaysia. Using Template Analysis, the research identifies commonalities and differences in structural and psychosocial influences impacting student engagement. This study extends Kahu’s (2013) framework by highlighting variances between perspectives, suggesting that student engagement is a situated practice deeply embedded in the sociocultural context of each campus. The findings indicate that common approaches to fostering student engagement may not be transnationally effective. In addition, the study suggests that a standardised curriculum across diverse locations acts as a homogenising agent, insufficiently addressing the unique needs of local students at each campus.