Bridging Borders through Transnational Higher Education: A Convergent Mixed-Methods Study of Employability Outcomes in Sino-African Joint Universities

This study examines how transnational higher education (TNE) enhances graduate employability in Africa, focusing on Sino-African joint universities. Drawing on Tomlinson’s Graduate Capital Model, Bourdieu’s theory of capital, and Mezirow’s Transformative Learning Theory, it investigates whether graduates from joint universities perceive themselves as more employable than their local peers and how international experiences mediate this relationship. Using a mixedmethods design, survey data from 800 graduates across four countries were complemented by 40 semi-structured interviews with graduates and administrators. Quantitative analyses revealed that TNE graduates reported significantly higher employability scores (p < .05), with language proficiency (β = .34, p < .001) and intercultural exposure (β = .22, p< .01) as key mediators. Chinese language proficiency added 5% additional explanatory power to employability outcomes. Qualitative findings showed that bilingualism and intercultural learning fostered career identity transformation, while institutional support determined the extent of benefit realization. The study concludes that TNE’s impact extends beyond technical skills, advancing employability through cultural, social, and identity capital formation, and calls for stronger institutional mechanisms to ensure equitable access to these advantages across African higher education.