Rethinking TNE Partnerships: Paradoxical Tensions Between Home and Host Contexts

Abstract

The internationalization of higher education has gained increasing global significance, often driven by quantitative targets that overlook the inherent tensions between the local and the global. Among the various modalities of internationalization, transnational education (TNE) represents one of the most prevalent approaches, typically implemented through the establishment of branch campuses in host countries. As TNE practices are expanding across the world, their contribution to society has recently gained importance. In this essay, tensions between the home and host context in TNE agreements are explored using paradox theory. A paradox refers to a persistent opposition and contradiction between interdependent elements. Paradox theory has long been used in the study of interorganizational tensions, but its use in the field of higher education is not widespread. This paper first identifies tensions between the home and host contexts arising from TNE partnerships, such as global integration and local responsiveness, balancing the curricula, control versus localization, staff employment, and student recruitment.  Furthermore, it exemplifies the various paradox management tools that can be deployed when faced with such tensions.