Navigating Two Worlds of Quality: A Contextualized Assessment Model for Sino- Foreign Joint Programs (Mengemudi Dua Dunia Kualiti: Model Penilaian Kontekstual bagi Program Usahasama Sino-Asing)

Abstract

The rapid expansion of International Joint Programs (IJPs) in China creates a systemic clash between the centralized,
input-driven quality assurance (QA) of Chinese universities and the outcome-oriented standards of international
partners. This study aims to bridge this divergence by developing and proposing a contextually relevant quality
assessment framework. Employing a qualitative multi-case study design, data were collected from 18 expert stakeholders
across three distinct Chinese universities and their Anglophone partners via semi-structured interviews and document analysis. Data were analyzed using reflexive thematic analysis within a Design and Development Research framework. The findings reveal a persistent “two worlds” friction leading to reactive curriculum development. In response, the study proposes the CTAFRIS Model, a seven-component framework comprising Curriculum, Teaching, Assessment, Faculty, Resources, Internationalization, and Student Support. The study concludes that while systemic friction is deepseated,
a structured bridging mechanism allows for genuine co-creation. The implications suggest that integrating this model fosters proactive collaboration, mitigates reputational risks, and establishes the perceived conditions necessary
for sustainable quality improvement in transnational education.