The rapid expansion of transnational higher education institutions (TNE) has created unique challenges in preparing students for global career markets while maintaining relevance to local employment contexts. This study examines glocal employability competencies among students at a Sino-British college, investigating which competencies best predict early-career success. A sequential explanatory mixed-methods design was employed with 130 graduating students from a Sino-British TNE institution. Phase 1 utilized a validated 60-item Glocal Competency Scale, with career outcomes tracked six months post-graduation. Multiple regression and dominance analysis identified key predictors of employment success. Five core glocal competency domains emerged: cross-cultural communication (β = 0.34, p < 0.001), adaptive problem-solving (β = 0.28, p < 0.001), digital literacy (β = 0.25, p < 0.01), entrepreneurial mindset (β = 0.22, p < 0.01), and ethical reasoning (β = 0.19, p < 0.05). These competencies explained 67% of variance in job-search outcomes, with cross-cultural communication showing the strongest predictive power for both employment rate (OR = 2.45) and starting salary (r = 0.42). Glocal competencies significantly predict early-career success for TNE graduates. Cross-cultural communication emerges as the most critical competency, followed by adaptive problem-solving and digital literacy. These findings have important implications for curriculum design and career preparation in transnational educational contexts.

Xueyi Xiao. Glocal Employability Competencies in Transnational Education: A Mixed-Methods Study of Sino-British College Students' Career Readiness. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 51-57. https://doi.org/10.25236/FER.2025.081107.

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