Dong Chen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Dong Chen has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
- Hilary Houlette
The University of Arizona
1 shared publication - John Paul Haupt
Center for the Study of Higher Education, University of Arizona, Tucson, AZ, USA
1 shared publication - YoungHoon Koh
The University of Arizona
1 shared publication
Latest Publications
- 5 February 2026
- Published by Wiley in Higher Education Quarterly
- Vol. 80 (2)
Bridging Pecuniary and Non‐Pecuniary Goods: Examining the Global Common Goods Impacts of a U.S. University's Transnational Dual‐Degree Programmes
This study examines the global common goods generated by transnational dual‐degree programmes between a United States public research university and its 11 partner institutions in Cambodia, China, India, Indonesia, Vietnam, Kazakhstan, the United Arab Emirates, Jordan, and Peru. Grounded in the higher education as a global common good framework, the analysis shows how these programmes are perceived to produce pecuniary and non‐pecuniary goods. Non‐pecuniary goods, recognised as global common goods, include promoting reciprocal Global North–South partnerships, educational access, knowledge generation, and shared values. Meanwhile, pecuniary outcomes such as increased institutional revenue and student employability are perceived to enable the production of global common goods. The findings offer policymakers, practitioners, and researchers insights into the positive potential of a sustainable, equitable, and impactful model for transnational dual‐degree programmes. The study calls for a move beyond neocolonial, market‐driven approaches toward a more intentional focus on advancing global common goods.
- 5 February 2026
- Published by Wiley in Higher Education Quarterly
- Vol. 80 (2)
Bridging Pecuniary and Non‐Pecuniary Goods: Examining the Global Common Goods Impacts of a U.S. University's Transnational Dual‐Degree Programmes
This study examines the global common goods generated by transnational dual‐degree programmes between a United States public research university and its 11 partner institutions in Cambodia, China, India, Indonesia, Vietnam, Kazakhstan, the United Arab Emirates, Jordan, and Peru. Grounded in the higher education as a global common good framework, the analysis shows how these programmes are perceived to produce pecuniary and non‐pecuniary goods. Non‐pecuniary goods, recognised as global common goods, include promoting reciprocal Global North–South partnerships, educational access, knowledge generation, and shared values. Meanwhile, pecuniary outcomes such as increased institutional revenue and student employability are perceived to enable the production of global common goods. The findings offer policymakers, practitioners, and researchers insights into the positive potential of a sustainable, equitable, and impactful model for transnational dual‐degree programmes. The study calls for a move beyond neocolonial, market‐driven approaches toward a more intentional focus on advancing global common goods.