Transnational higher education (THE) has been growing rapidly over the past two decades and university policy makers are gaining interest in exploring foreign countries for the establishment of international branch campuses (IBCs). This book provides an overview of the THE and IBC activities in the context of higher education reforms in Uzbekistan. It discusses the motives and rationale that would lead a foreign higher education institution (HEI) to establish an IBC in Tashkent, the capital city of Uzbekistan. Transnational faculty members may face cross-cultural challenges whilst teaching THE programme at an IBC in a foreign country. The author employs the intercultural competence process model and attempts to provide some best practices that were already implemented in the IBC under study in Uzbekistan. Such practices may develop intercultural competence and better prepare transnational faculty members to be more efficient and effective in motivating students learning, managing misbehaved and attention deficit hyperactive disorder (ADHD) students in class, as well as handling academic integrity violation issues including cheating in exams and education corruption.