Navigating organizational identity in transnational higher education: the case of a Hong Kong university's branch campus in mainland China

International branch campuses (IBCs) have emerged as a significant means of advancing transnational higher education. While existing studies have examined various aspects of IBCs’ organizational identity, few have investigated the power dynamics inherent within that identity. This qualitative study focuses on the perspectives of institution members-including managers, academics, and students-regarding the organizational identity of a Hong Kong institution’s branch campus located in the Greater Bay Area of mainland China. The findings indicate that the IBC embodies both international and Chinese identities. However, there is an asymmetric power relationship between these two identities. The ‘international’ identity holds greater influence over academic affairs, including curriculum, teaching, and research, while the Chinese identity primarily emphasizes adherence to government regulations. This research enhances our understanding of the tensions that arise between international and local elements in transnational higher education.