Abstract
This article employs a novel approach by investigating Chinese students from a transnational tourism management programme in Hong Kong and Chinese students studying on a similar programme at the degree-awarding UK university. This quantitative study investigates whether there are any differences between two groups of students in terms of their approaches to learning, preferred learning and teaching methods and their satisfaction with the programme. The findings demonstrate significant differences between the two cohorts, indicating that a programme cannot be easily exported. The implications of the findings for the transnational curriculum, learning and teaching practice and theories of student approaches to learning are discussed.