Learning International Economics and Trade in a Transnational Program: A Phenomenological Study

This is the authors' abstract. We don't add key points for this paper.

This phenomenological study delves into the learning experiences of Chinese undergraduate students enrolled in a transnational International Economics and Trade program, which is collaboratively run by Chinese and Australian universities. Through in-depth semi-structured interviews with 23 students from various years of study, the research aims to uncover how these students navigate and derive meaning from their experiences within a cross-cultural educational setting. Data analysis reveals three prominent themes: the differences in course design for state-planned versus non-state-planned students, the challenges posed by intensive academic demands and diverse assessment methods, and the necessity of adapting to distinct teaching methodologies prevalent in the two educational systems. The findings underscore the urgent need for improved administrative coordination, enhanced collaboration among Chinese and Australian teaching staff, and better preparation for students entering transnational programs. This study significantly contributes to the understanding of the complexities inherent in cross-border higher education, providing valuable insights that can inform strategies to enhance teaching quality and enrich student experiences in similar international programs.