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Assuring quality in transnational higher education: A matter of collaboration or control?

This article offers an original contribution to research into transnational higher education; it compares three codes of practice for the assurance of quality from the three main exporters of higher education (USA, UK and Australia). The research was conducted within a textually-orientated critical discourse analysis framework, and draws on tools from linguistics to reveal the unequal power relations between collaborative partners in transnational education and assesses the impact such asymmetrical relationships can have on understandings of equivalence and adaptation. The article provides a novel proposal for collaborative globalised curriculum development based on postcolonial studies’ notion of the ‘contact zone’.