Leading at the edge: boundary spanning in TNE leadership

Transnational education (TNE) is a strategic priority for UK higher education, yet institutional procedures often lack the agility needed to reconcile competing educational systems. Implementation demands flexibility and can place disproportionate responsibility on academics without formal leadership authority. This case report critically examines the lived experiences of two academics ‘leading from the side’ in Sino-UK TNE. It identifies challenges and lessons concerning the knowledge and skills required for leadership in an increasingly volatile, multipolar higher education sector. Using a duo-ethnographic approach, our reflective account draws on collaborative dialogue and the concept of boundary spanning to illuminate cross-border leadership experiences. TNE boundary spanners play a pivotal role in mediating knowledge transfer between institutional boundaries and the centre. Their contributions require recognition and support from established institutional hierarchies. More broadly, cross-institutional networks provide vital support for colleagues undertaking boundary-spanning roles, helping them navigate complexity and sustain collaboration across educational and organisational contexts.