Does a transnational campus fulfil its academic purpose?

Much has been written about various forms of transnational education, some of them greatly concerned about the problems but few making any real analysis of how the students and staff concerned feel about such enterprises. This paper investigates the degree to which key stakeholders are satisfied with the academic achievements of students in a transnational education campus. Questionnaires were completed by past and present students, local staff members, and the course coordinators at the home university. The questionnaires attempted to gauge the satisfaction of the stakeholders with particular regard to the relevance of the courses, the implication of a multicultural campus, the communication between the international campus and the home university, and the academic quality insofar as it met the demands of the course coordinators. This research revealed that, although there were some problems which require addressing, in general, most stakeholders were happy with the way the international campus functioned and the achievements it made. Among the issues raised, a major concern was the lack of sufficient reference to local conditions. There was a perennial problem of language, a problem which occurs with any form of multicultural education. However, the level of the students' performance satisfied most of the academics concerned. This investigation affirms the belief that transnational education is of great practical value, especially to students in developing countries. Hopefully financial restraints will not hinder the further development of such projects.