Transnational Higher Education In View Of Globalization - A Comparative Study

International higher education has been meeting the challenge of the economic integration by adjusting, reforming and bettering itself. Globalization has already become the world- wide background for different countries in their intending educational strategy and drafting the future educational landscape. In the era of economic globalization, the traditional inner function of higher education in politics, economics, science and technology and culture have been so greatly enhanced that higher education can no longer be kept only within the boundary of a certain country and is getting to be the mutual wealth of the whole world. It is in such an era that the internalization of higher education and one of its most importantbranch-Transnational Higher Education have taken place. Confronting thegeneral tendency of higher education which is to open the domestic higher educational market and improve the international communication among different countries, China, as one of the largest developing countries, has achieved remarkable progress in higher education and China Education market is changing into a great potential transnational education market all over the world. Nevertheless, the conflict between demand and supply of higher education, the lack of education resources, the lag-behind educational system and the backwardness in ideas, all these form the primary obstacles for the internationalization and modernization of our higher education. As such, the comparison study of the successful experiences with other countries and absorbing their effective tactics into our own cherish both the theoretical and practical importance and necessity.This thesis, against the time context of globalization, takes on a general comparison of transnational education of different countries from the following 4 perspectives. First of all, the background and different motives of transnational higher education have been stated here in order to lay afoundation for the further comparison study. Secondly, the thesis selects America, England and New Zealand as target samples of exporting countries of Transnational Higher Education, which forms the third Chapter. Thirdly, Malaysia, Hong Kong, Israel have been chosen as typical countries in importing transnational Higher Education, the detailed operation systems have been fully observed here. Finally, based on the above comparison study, some policy suggestions are put forward in this section. In detail, it can be classified into 4 subsections: 1. Open our higher education market methodically by comparing and borrowing some international successful experiences. 2. Take part in the severe competition of transnational higher education by the guidelines of different regulations. 3. Promote the development of internalization of higher education by formatting the inner resources of transnational higher education. 4. The theory research of transnational higher education should greatly be promoted to support and guild the practice of our transnational higher education.