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Sumara Khan, Brunel University, United KingdomAbstract
Transnational education partnerships between UK and UAE institutions reveal how cultural differences shape shared leadership and decision-making in practice. Through interviews with 32 stakeholders across regulatory bodies, universities, and educational agencies, this research examines how British risk-based governance approaches negotiate with Emirati centralised quality assurance systems. The study demonstrates that effective cross-border partnerships require navigating distinct cultural expectations: British emphasis on institutional autonomy and peer review contrasts with UAE preferences for clear hierarchical structures and ministerial oversight. Key findings show that successful partnerships employ cultural translators who mediate between regulatory frameworks, implement joint governance boards balancing representation with efficiency, and develop trust through regular face-to-face engagement rather than relying solely on contractual mechanisms. Power asymmetries manifest practically in curriculum validation, where UK institutions retain final approval whilst UAE partners seek meaningful input on local contextual adaptation. The research identifies three practical strategies for culturally responsive shared leadership: bilateral quality agreements that acknowledge both regulatory systems, stakeholder engagement mechanisms incorporating voices traditionally marginalised in governance, and outcomes-based monitoring combining data-driven accountability with relational trust-building. These findings offer actionable guidance for developing equitable international education partnerships that respect cultural diversity whilst maintaining quality standards.
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Conference: ACE2025Stream: Higher education
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Khan S. (2026) Collaborative Governance in Transnational Higher Education: Reimagining Leadership Through UK-UAE Partnerships ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 255-268) https://doi.org/10.22492/issn.2186-5892.2026.20
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.20
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