The context for this study was the international higher education sector and in this paper, we examine a case study of a collaboration between an Australian and Chinese university. The internationalisation of a pathway degree program is reasonably new and there is limited literature evaluating this aspect of educational internationalisation. This study explores the perspectives and challenges faced by the stakeholders in the joint early childhood education (ECE) degree program. Findings for this research have the potential to inform practices, policy development and curriculum in international education.

In this case study critical reflections of the partnership model are considered and challenges, barriers, unintended consequences and factors influencing the quality of the educational program are explored.

The research is framed by the following research questions:

In developing a program to internationalise higher education what understandings, intentions and challenges were faced during the collaboration  between the Australian and Chinese university when designing and implementing an Australian/Chinese dual degree?

a)     What were the stakeholders’ perspectives of the joint degree program?

b)     What were the stakeholders’ understandings of the approaches to the curriculum adopted?

c)     What were some of the perceived challenges and benefits encountered by stakeholders?

The following section provides a brief summary of the context.

China’s growth over the last few decades has been significant. The Chinese government, in their drive for a knowledge economy has focused on ECE. An educational development plan, 2010-2020 aimed to provide access for at least 80% of children in China to attend three years of preschool by 2020.The biggest challenge for this plan is lack of quantity and quality early childhood teachers. A product of globalisation has been the emergence of internationalisation of education and this is the strategy adopted by the Chinese government to cater for the demand for early childhood education (ECE) teachers. In the bid to raise the standard of Chinese higher education (HE), internationalisation is used to build capacity through the transference of knowledge from other countries. Aligned with the exponential growth of ECE needs in China, this case study illustrates a collaboration of a two plus two joint ECE program. This program is a two-stage process where the first two-years of study are conducted at the Chinese university and the last two years at the Australian university. Upon completion of the study students will be awarded dual accredited degrees from both the Australian and Chinese universities

Knight (2003, p.2) defines internationalisation as the “process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post- secondary education”.   Bilateral engagement has grown in the Asia-Pacific region where partnerships in various forms have brought together industry, students from culturally and linguistically diverse backgrounds, institutions and policymakers. The two plus two partnership aligns with the socioeconomic and political agendas of China where knowledge transfer is sought from other countries as a strategy to build capacity. Australia is considered a prominent country for international education and the international student enrolments have contributed greatly to the Australian national economy.

The joint dual degree program has been branded as an initiative that can provide rich international experiences for both students and academics and enhance employment opportunities for students. These characteristics help to capture student enrolment but against the backdrop of commodification and commercialization of higher education in both countries, features such as a dual degree award, accreditation, branding, third party agents, migration benefits and internship placement have created challenges and risks associated with the internationalization process. Findings from his interpretive study suggest the role of internationalization requires serious examination, reframing and re-conceptualising if values and purposes are to be realized and to be sustainable.

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