Transnational education (TNE) has emerged as major form of higher education institutions¿ internationalisation strategies over the past two decades (Wilkins & Juusola 2018), yet only one in ten ventures survive including Australian institutions (Croucher et al. 2020). Little research has been conducted as to why transnational ventures fail and more qualitative and ethnographic research is needed to explore this phenomenon further (Turcan & Gulieva 2014). While some universities withdrew from transnational education from no longer meeting their international strategy (Banks et al. 2010), others just failed which placed them at high financial and reputational risk (Healey 2016). The proposed research is to investigate what are the drivers and indicators for TNE sustainably in a post COVID-19 word and reduce the current statistical risk that 10% of transnational education ventures fail resulting in millions of dollars of loss.
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