Abstract
This paper presents an interpretative study of an Australian offshore graduate program conducted in China between 2002 and 2003. It investigated the learning experiences of Chinese participants in a transnational education context. It employed semistructured and in-depth interviews of 20 participants over a 12-month period. The findings of the study showed that most participants developed more complex understandings of learning throughout the course. Their learning experiences and exposure to Western educational ideas and practices seemed to have led them to reflect on their inherited assumptions and to expand their perspectives. The findings indicated the potential for growth in recipients of transnational education as a result of different cultures and traditions coming into contact. The study also highlights the need for appreciation of local contexts in developing transnational programs. It suggests that some efforts need to be made to tailor course provision to adapt to the local culture and nature of the learners. Customised course materials and crosscultural pedagogies need to be taken into account to ensure effective learning and teaching in transnational programs.