Cross-Country University Collaboration Barriers and Solutions

Abstract

University collaboration generates enormous benefits. However, the majority of these collaboration outcomes are far from satisfaction. Previous literature focused on the number of co-authored publications as a measure of successful collaboration. However, new student enrollment, increasing of knowledge share, and global influences for both partners are also important for global collaborations. China has been the major recruiting source of undergraduate and postgraduate overseas students for many universities. Many Australian and New Zealand universities have Chinese universities as international strategic partners. However, differences between Australian and Chinese policies, structures, and cultures create barriers for these collaborations. The majorities of intercountry university collaborations were time-consuming with a high demand of human resources and did not generate anticipated outcomes. In this chapter, an analysis of the foremost obstacles highlights areas needing attention to ensure productive communication. To save transaction costs for appropriate collaborators and to increase the success rate in current collaborations, it is important to identify the key issues such university partnerships between Australia, New Zealand, and China encounter. This case study presents empirical evidence from observations conducted over the past 10 years of university collaborations, as well as face-toface interviews with collaborators from three pioneering Chinese universities. Universities between Australia/New Zealand and China have many differences, and some of them are barriers for international university collaborations. Mobile technology can address many communication challenges and potentially diminish misunderstanding between institutions. Possible solutions are discussed toward the end of this chapter. The chapter concludes with insights and potential action steps for future cross-country university collaborations for universities and educational institutions.