Rethinking the “Provider–Receiver” Dichotomy in Transnational Higher Education

Abstract

This conceptual paper unpacks the “provider–receiver” dichotomy through which transnational education (TNE) has usually been conceptualized. Developed through empirical inquiry, a broader approach to TNE is proposed to move away from dichotomized thinking and consider the dynamic and contextual nature of TNE encounters and agentic engagement within them. Other possible approaches to TNE outlined by scholars are discussed, highlighting the need to further rethink how we understand and research TNE.