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This study explores how transnational higher education partnerships in China influence Chinese students’ intercultural communicative competence (ICC) and their motivation to study abroad. There is a growing trend for Chinese students to experience cultural diversity. However, not much research has been conducted to understand how transnational higher education (TNHE) partnerships play a role in preparing students for motivation and cultural skills. The current research is a qualitative case study of the University of Nottingham Ningbo China, a university exemplifying TNHE partnerships in China. Byram’s model of ICC, published in 2009, was adopted as the basis for deductive thematic analysis. Research findings show that Chinese students purposively choose to study at a TNHE university for its English teaching and learning environment. This research found that TNHE partnerships in China positively affect students’ ICC development, and that ICC plays an important role in their intention to study abroad.

educational research and evaluation

Transnational higher education partnerships in China: exploring the impact of Chinese students’ intercultural communicative competence on their motivation to study abroad