Petrova, KrassieGutierrez, JairoWu-Ross, Li Jun2024-11-082024-11-082024http://hdl.handle.net/10292/18248There is growing demand for transnational education (TNE) in universities in New Zealand and globally. By exploring the accomplishments of TNE activities at a university in New Zealand, this study looks at New Zealand Government policies on TNE development, and universities’ strategic alignment with the New Zealand Government and the two key hosting countries, China and Vietnam. A university’s strategy for international and transnational education development provides university leaders with guidance on establishing a sense of direction, carrying out the university’s mission, and ensuring its activities are aligned with the government’s policy. In turn, government policy offers guidance for higher education, providing it with direction and priorities on international education development. To protect the identity of this university in New Zealand, the University of Pūkeko (UOP) is used as the name of the university which is the focus of this study. My study focused on the university’s accomplishments, guided by the Appreciative Inquiry (AI) framework as a research mode, with the aim of this study being to gain an understanding of UOP’s TNE activities. This study also deployed document analysis to gain insights into the strategies of New Zealand universities for international education, and the government policies of New Zealand and its key partner countries, China and Vietnam, on international education, pre- and post-Covid-19. Utilising semi-structured interviews within an AI framework, the first set of data was collected over an eight-month period before the Covid-19 pandemic. The second set of data was collected over three months towards the end of the Covid-19 pandemic in 2022. The study involved 20 participants, including individuals who are/were senior leaders within the higher education sector and government or government agency officials who had an influence on a university’s strategies and government policy for international education. Participants also included marketing/recruitment specialists and TNE programme management personnel in the universities relevant to this study. The data collected were analysed using a thematic approach and the findings were collated and presented in various themes. The study attests that UOP’s TNE activities developed diverse international partnerships, and raised the university and New Zealand’s international profile in Asia. The TNE activities contributed to the strategic objectives of the university and were aligned with New Zealand Government policies on internationalisation. Increased tensions between the superpowers in the region created complexity in international relations. Navigating an internationalisation roadmap for universities requires direction from the New Zealand Government, and a comprehensive internationalisation policy – strong leadership will shape the landscape of higher education post-Covid-19.enTransnational EducationInternationalisation in Higher EducationUniversity strategiesGovernment policiesThesisOpenAccess