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The Future of Transnational Education - Overcoming the Challenges, Embracing the
Benefits
The Future of Transnational Education
Professor Nigel HealeyPro-Vice-Chancellor
(International)
22 May 2014
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Overview
• What is TNE?
• What are the main ways of categorising TNE?
• How is TNE changing over time?
• Are we witnessing the end of TNE?
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What is TNE?
• “Any teaching or learning activity in which the students are in a different country to that in which the institutional providing the education is based” (Global Alliance for Transnational Education, 1997)
• “All types of higher education study programmes, sets of study courses, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based” (Council of Europe, 2002)
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University (country A)
Students (country B)
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Types of TNE (1): by activity
1. Distance-learning
2. International branch campus
3. Franchise (collaborative provision, twinning)
4. Validation
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Types of TNE (2): by mode of delivery (GATS)
GATS terminology Transnational education variant
Mode 1 — Cross border supply
Programme mobility: distance or on-line education
Mode 2 — Consumption abroad Student mobility: export education
Mode 3 — Commercial presence
Institutional mobility:• international branch campus• franchise• validated partner
Mode 4 — Presence of natural persons
Staff mobility: ‘flying faculty’ programmes
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How big is TNE (a UK perspective)?
2007/08 2008/09 2009/10 2010/11 2011/12 2012/13
Registered at HEI:
• overseas campus 7,120 9,885 11,410 12,305 15,140 17,525
• distance learning 100,345 112,345 114,985 113,065 116,520 123,635
• other arrangement incl. collaborative provision
59,895 68,595 74,360 86,630 96,060 103,795
Not registered at HEI but studying for HEI’s award:
• overseas partner organisation
29,240 197,185 207,790 291,575 342,910 353,375
• other 70 35 50 125 345 600
Total196,670 388,045 408,595 503,700 570,925 598,930
Source: HESA
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How is TNE changing?
• Analysis of 30 TNE case studies gathered from around the world through www.linkedin.com
• Analysis of 40 QAA reports of TNE partnerships in China (2012), Singapore (2011), Malaysia (2010), India (2009)
• Key findings:
– Most TNE partnerships involve more than one TNE activity and/or more than one mode of delivery
– A number of “TNE partnerships” are not technically TNE at all
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Part 1: franchisePart 2: flying facultyVLE + summer school
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Quality Distance Learning Ghana
Distance-learningLocal partnerFlying facultyCampus study option
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Key messages
• There are no ‘clear’ types: TNE partnerships are multidimensional with changing boundaries
• The organisational form of TNE depends on the motives of the UK university, the partner, the host government/regulator and student demand…
• …and these will change over time
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Parallels with international business
• Corporations internationalised in stages from exporting to licensing to foreign direct investment
• But as their ownership, workforce, customer base, R&D and production globalised, they transformed from transnational into multinational corporations
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The end of TNE, the rise of multinational education?
National Multinational
Owners √
Employees (staff) √
Customers (students) √
Regulators (MoE) √
Employers √
Society √
With TNE, it is not only the customers that are multinational…
Stakeholders and TNE
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Final thought: what do these universities have in common?
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Further reading
• Bunting, G. et al (2014), Transnational education: a good practice guide, Higher Education Academy (forthcoming)
• Healey, N. and Michael, L. (2014), Towards a new framework for analysing transnational education, Higher Education Policy (in press)
• Healey, N. (2014), Towards a risk-based typology for transnational education, Higher Education, (DOI) 10.1007/s10734-014-9757-6