The rapid development of digital technologies is driving a radical shift in Transnational Education (TNE) and is creating new forms of geographically-dispersed ‘learning community' – i.e., “digital diaspora” – through the use of virtual campuses and network-based pedagogy. As Higher Education Institutions engage with global markets by extending their delivery models beyond national boundaries using digital platforms, online hybrids and collaborative virtual spaces; existing paradigms of student/academic educational mobility will be redefined. This paper addresses the sociotechnological architecture of virtual campuses and how these affect issues related to Academic Identity, Cultural Mediation, Quality Assurance and Epistemological Justice. The paper draws on research within Educational Technology, Post-colonial Theory and Comparative Education and argues whilst Virtual Campuses offer students greater access and flexibility than ever before; they also potentially reproduce existing inequalities of knowledge, language and institutional power.