An action research on teaching in multicultural classrooms at joint-venture universities in China

Ceren Ergenc*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)


The institutional setting for transnational education has gradually evolved from practices that provide limited exposure to those that offer a globalized experience, such as branch campuses or joint-venture universities (JVUs). JVUs aim to create an environment that goes beyond the dichotomy between education experiences at home and in the local destination. China invites branch campuses in the form of JVUs in order to contribute to the internationalization of its higher education system. Providing diversity exposure for over a decade now, JVUs in China play a role in shaping a particular youth identity. Socialization in a multicultural environment shapes students’ individual and collective identity, as well as their career trajectories. This action research discusses the impact of the transnational education environment in JVUs on their students’ education and professional pathways; and argues that students develop academic habits that go beyond expectations attributed to their cultural backgrounds. The case study focuses on students’ perceptions and participation practices in social science classes. The empirical data, comprised of an attitude survey and focus group interviews, were collected in the 2018–2019 academic year at a Sino-British JVU based in China. This study contributes to both the sociology of education and contemporary China studies.

Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalAsia Pacific Journal of Education
Publication statusPublished - 2020


  • China
  • action research
  • joint-venture universities
  • multicultural education
  • transnational education

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