Institutions are being encouraged to adopt approaches which focus on intercultural learning and quality assurance to enhance international student success and promote more equitable, collaborative education partnerships. Within this context, it is critical to understand how the location of study (that is, home or host country) shapes international students’ academic outcomes.
This article draws on a recently published study, which I co-authored, that compares the academic performance of Chinese international students completing the same Australian degree in (1) China and (2) Australia. Here, I explore our findings about the short-term and long-term impacts of studying abroad on academic performance and implications for future TNE program design, student support strategies and the development of intercultural learning outcomes.
Why TNE location matters
Australia has long been a leading TNE provider in China. TNE programs offer Chinese students the opportunity to earn an Australian qualification while remaining in their home country, however many still choose to come to Australia to complete their studies. For host (Australian) institutions, these inbound transitions bring clear financial and cultural benefits; international student fees contribute to subsidising research and international students enrich on-campus learning environments and cultural diversity. But what about the academic benefits for international students who make this transition? Do they gain more than just an Australian qualification? Understanding the academic impact of this transition is critical for institutions which aim to strengthen the quality and value proposition of their TNE offerings.
Our recent research, published in the Journal of Higher Education Policy and Management, directly addresses this question. We compare the academic performance of Chinese international students who completed their Australian university accounting degree either entirely in China or partly in Australia. The results offer insights into the transformative power of intercultural learning and the long-term value of immersive international study.
Our findings
Our study tracked two cohorts of international students from a long-running 2+2 Australian TNE accounting program:
- home country cohort: international students who completed all four years in China; and
- host country cohort: international students who came to Australia for their final two years.
Both groups followed the same curriculum and assessments. Using a rigorous analytical method that controlled for academic ability, we found:
- Short-term setback: During their first year in Australia, international students in the host country cohort performed worse than their home country peers. This reflects the initial stress of adjusting to a new academic culture, additional English language demands, housing insecurity and social isolation.
- Long-term gain: In their second year in Australia, international students in the host country cohort had not only adapted but demonstrated improved academic performance compared to those who remained in China, reflecting the longer-term benefits of immersive intercultural learning. Their academic improvement outpaced that of their peers in China in the home country cohort.
Although initial adjustment may temporarily hinder academic performance, immersion in a host-country environment can lead to stronger academic outcomes through the development of intercultural competence.
Intercultural learning: From challenge to growth
Our findings are grounded in two interrelated educational theories that help explain how international students learn and adapt in new cultural settings:
- Transformative Learning Theory: This theory suggests that cultural discomfort can be a catalyst for growth. When international students encounter unfamiliar academic and/or social environments, these experiences prompt reflection and perspective-shifting, leading to the development of intercultural competence.
- Cognitive Load Theory: Learning in a new environment can initially feel overwhelming due to unfamiliar systems, language and expectations. However, as students adapt and build new schemas, the learning process becomes more manageable and effective.
In this context, the challenges faced by international students in Australia, such as culture shock, academic adjustment and homesickness, are not merely obstacles. Rather, they form part of a transformative journey that fosters resilience and the development of intercultural competencies.
Implications for policy and practice
These findings have implications for how institutions design and support TNE, across all sectors:
- Strengthen first-semester (or first term) support for host-country arrivals
The initial decline in performance among international students who transferred to Australia (host country cohort) highlights the critical need for targeted support during their first semester (or first term) of arrival. Orientation programs should address academic expectations, intercultural communication, housing and well-being to ease the stress associated with the transition. This is also highly relevant to institutions in ELICOS, pathway, vocational and school sectors.
- Reframe the value of studying in Australia
Beyond earning a qualification, studying in Australia offers international students the opportunity for deep intercultural learning and personal development. This supports the growth of intercultural competencies such as adaptability, communication and cultural intelligence, that are vital for employability and global citizenship.
- Shift from curriculum export to partnership co-creation
Australian institutions are being encouraged to move beyond delivering pre-packaged Australia-centric programs offshore. Instead, co-designing curricula with offshore partners can embed local relevance, align with shared learning outcomes and support intercultural learning on both sides of the partnership.
- Build intercultural capability across academic and professional teams
As transformative learning depends on culturally responsive teaching and professional support, professional development should prioritise intercultural learning for both onshore and offshore educators and administrative staff. This aligns with stakeholder engagement, as outlined in the TEQSA TNE Toolkit, which advocates for a shared culture of continuous improvement and mutual capacity building across partnerships.
These strategies collectively contribute to a more resilient and high-quality TNE ecosystem that enhances student experience and safeguards the reputation of Australian education.
Rethinking TNE for the future
As Australian providers reposition their TNE models in the post-COVID era and respond to changing government policies, this study offers a timely reminder: the value of TNE is both financial and social. International student fees continue to play a vital role in sustaining operations and research, while the long-term success of TNE equally depends on its ability to deliver transformative learning experiences that nurture intercultural competence, global citizenship and equitable access to high-quality education.
Our research provides clear evidence that studying in Australia still matters, not just for what international students learn, but for how they learn to navigate and thrive in complex academic and social environments. As institutions refine their TNE offerings, the focus must extend beyond content equivalence to supporting transformative intercultural learning. By embracing both the financial sustainability and social impact of international education, Australian education institutions can strengthen their global impact, not only as providers of qualifications, but also as partners in shaping more inclusive and sustainable futures.