Assuring quality in transnational higher education: a matter of collaboration or control?

As transnational education collaborations increase so too do concerns about the quality of provision. To address these concerns, national codes of good practice have been written to guide exporting institutions on how to set up and manage international collaborations, so that academic standards and student experiences are not compromised. This article attempts to show how linguistic analysis can be used to decode underlying messages in the way we describe quality assurance processes. It looks at three codes of practice from major exporters of higher education: USA, UK and Australia.