Abstract:

This mixed-methods study investigates the cultural experiences and identity formations of students in International Branch Campuses (IBCs) in China. Drawing on Homi Bhabha's postcolonial theories, the research conceptualizes IBCs as "third spaces" where Chinese and Western cultures intersect, giving rise to hybrid identities. Findings reveal that IBCs cultivate a distinctive cultural style integrating Chinese and Western elements. Students' experiences are characterized by cross-cultural interactions, a perceived atmosphere of freedom and openness, and heightened academic competition. These experiences contribute to the development of hybrid cultural identities, evidenced by diverse cultural preferences, balanced value orientations, and fluid cultural affiliations. The study extends Bhabha's concepts of cultural hybridity and mimicry, demonstrating how IBC students selectively appropriate and reinterpret cultural elements, subverting power dynamics and cultural hierarchies. Additionally, it contributes to neocolonial cultural theories by examining how IBCs simultaneously reproduce and resist colonial legacies in global education. The research highlights the need for culturally responsive curricula and holistic student engagement in transnational higher education. It invites reflection on the cultural politics of IBCs and the possibilities for fostering inclusive learning environments in an interconnected world. Future research directions and practical implications for IBC management and development are discussed.

Keywords:

International Branch Campuses, China, Higher Education, Homi Bhabha, Neocolonialism.