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The study examines perceived student satisfaction with instructors, technology, and programme management and administration across eight programmes delivered by four Australian universities. Data were collected from about five hundred transnational students in Hong Kong, Malaysia, Singapore, and Vietnam. Findings emphasize incorporating student perspectives when reviewing and planning current and new transnational education programmes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-transnational-education-programmes-in-south-east-asia-student-satisfaction-with-the-learning-environment/595512/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-transnational-education-programmes-in-south-east-asia-student-satisfaction-with-the-learning-environment/595512.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What aspects of transnational education programmes are evaluated in this study?","Question",{"text":112,"@type":113},"The study assesses perceived student satisfaction regarding instructors, technology, and programme management and administration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where and with whom was the data collected?",{"text":117,"@type":113},"Data were collected from approximately five hundred transnational students participating in eight programmes offered by four Australian universities in Hong Kong, Malaysia, Singapore, and Vietnam.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article emphasize incorporating student perspectives?",{"text":121,"@type":113},"The article argues that the student voice is missing from research literature and that student perspectives should inform reviewing existing and planning new transnational education programmes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595512,1792144946,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nAustralian transnational education programmes in South East Asia  \nStudent satisfaction with the learning environment  \nIwona Miliszewska & Ewa M Sztendur Victoria University, Australia  \nIn view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme management and administration. Data for the study were collected from approximately five hundred transnational students participating in eight programmes offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. The article outlines the findings of the study, highlighting the need for incorporating student perspectives in the provision of transnational education programmes. The article concludes by discussing the potential application of its findings in reviewing existing and planning new transnational education programmes.  \nIntroduction  \nTransnational education, often referred to as offshore education, describes all programmes in which the learners are located in a country different from the one where the awarding institution is based.With rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers, or expand their transnational education offerings. For Australia, one of the main providers of transnational education in South East Asia (Banks et al., 2010), satisfying the needs of the highest demand disciplines in the region – computing and business – is of vital importance. Thus, there is growing interest in the experiences of the participating transnational students. This article responds to this interest and presents the transnational students’ perspectives on their transnational education programmes; it relates the views of nearly five hundred students partici-  \npating in eight programmes offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam.  \nAustralian transnational education – perspectives and characteristics  \nThere are a great number of different relationships between different types of transnational education providers, delivery mechanisms, and programmes/awards. Charting these is a difficult task, as the constantly evolving, highly complex situation includes an array of partnerships, consortia, articulation agreements, modes of delivery, public, private, off-shore, for-profit and corporate elements. Various models of teaching can also be found, ranging from full programme delivery at an offshore campus, combined face-to-face and flexible delivery option, and e-learning (Dunn & Wallace, 2006; McBurnie & Ziguras, 2007; Miliszewska & Sztendur, 2010) .  \n12 Australian transnational education programmes in South East Asia, Iwona Miliszewska & Ewa M Sztendur vol. 54, no. 2, 2012  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nIn terms of demand, it is estimated that the demand for transnational higher education in Asian countries (excluding China) will reach nearly 500,000 students by 2020 (OECD, 2009) . This presents both a challenge and an opportunity for Australian universities, who are key transnational providers in the region. The Australian Department of Education, Science and Training estimates that, already approximately one in every four international students in the Australian education and training system is enrolled offshore (DEST, 2005, 7) . In 2007, almost all (93 per cent) of the 71,000 Australian transnational higher education students were internal students atan offshore campus – only 4.6 per cent were external (distance education) and 2.4 per cent were multi-modal (AEI, 2009) . In terms of mode of attendance, only 65 per cent of offshore students were studying full ti","cbCaivgAPuK7d8Xr","https://ap.wps.com/l/cbCaivgAPuK7d8Xr","pdf",251234,"English","# Introduction\n# Australian transnational education – perspectives and characteristics\n# Student perspectives on transnational education programme effectiveness\n# Methodology","[{\"question\":\"What aspects of transnational education programmes are evaluated in this study?\",\"answer\":\"The study assesses perceived student satisfaction regarding instructors, technology, and programme management and administration.\"},{\"question\":\"Where and with whom was the data collected?\",\"answer\":\"Data were collected from approximately five hundred transnational students participating in eight programmes offered by four Australian universities in Hong Kong, Malaysia, Singapore, and Vietnam.\"},{\"question\":\"Why does the article emphasize incorporating student perspectives?\",\"answer\":\"The article argues that the student voice is missing from research literature and that student perspectives should inform reviewing existing and planning new transnational education programmes.\"}]","Australian transnational education programmes in South East Asia - Student satisfaction with the learning environment | PDF",1792081297,25]