University Belongingness Among Professional Doctoral Alumni in the US Transnational Education in China: A Mixed Methods Case Study

Abstract

This mixed-methods case study investigates university belongingness among professional doctoral alumni within a US transnational education program in China. Guided by socialization theories, the study employed explanatory sequential design, beginning with an online survey and followed by in-depth interviews. The study addresses two main questions (RQ): RQ1: What are the key factors shaping the sense of belonging in transnational education programs? RQ2: How does the transnational nature of educational programs shape students’ sense of belonging toward the US and Chinese partner universities? The findings indicated that the academic reputation of partner universities, curriculum design, peer relationships, career background, and professional development were the primary influential factors of professional doctoral alumni's sense of belonging. Secondary influential factors included institutional culture, academic support, location and geopolitics, instructional methods, program requirements and structure, faculty-student interaction, staff-student relationships, educational background, interpersonal connections, and networking and collaboration in professional community, which interacted with primary factors to significantly affect alumni satisfaction and their sense of belonging toward both partner universities. The transnational setting itself enabled alumni to navigate multiple cultural and educational landscapes, thereby shaping a dual sense of belonging. This study addresses a gap in the literature on university belongingness among professional doctoral students and alumni in US transnational education in China. It contributes to the theoretical framework of socialization in contexts of transnational and professional community contexts, offering insights for administrators to enhance practice and policy, thereby improving the sense of belonging among transnational alumni. These insights are instrumental in guiding the design of structured student and alumni services that enhance the educational experience with both partner universities.