There is widespread agreement that collaboration, teamwork and intercultural competence, among others, are essential 21st century skills. Higher education teaching and learning initiatives tend to have a significant focus on developing these skills through assessments and other in-class activities, and yet often do not take advantage of opportunities to collaborate with other institutions located in different countries to give their students an authentic, globalised learning experience. Previous transnational education projects have tended to encourage cross-institutional collaboration through engagement with host institution subjects/courses that are delivered at off-shore locations. Although these initiatives are valuable, they tend to impose a 'neo-colonialism' approach and therefore may not develop 'transformative' international perspectives. This paper will present an initiative that was developed between two institutions located in Australia and Hong Kong, where their students collaborated on an assessment for learning task that involved developing a real-life solution for not-for-profit organisations, often located in a third country. The ideas discussed in this paper will be useful for anyone who is trying to create a more immersive, authentic learning experience for their students. These initiatives developed in our students a heightened sense of belonging to a truly globalised world we live in and instilled a shared responsibility of care. Ideas discussed in the presentation will also be useful for policy makers about how to go about creating more supportive policy and governance frameworks to encourage greater collaborations with off-shore institutions in a truly respectful arrangement. [For the complete proceedings, see ED601080.]