Rebecca Peake & Melissa Jacobi

1. Audio

2. Overview
• Setting the Context of Trans National Education (TNE)
• Outline the Collaborative Partnership between SHU and SHAPE.
• Research Approach
• Key Findings
• Recommendations

3. Trans National Education (TNE)
• Trans National Education is a term that relates to educational institutions
providing courses internationally, often involving ‘fly in faculty’.
• JISC (2016) identified that “The UK is the world’s second largest (13% of
market) and fastest growing (6% p.a.) provider of international education
with the UK’s education exports being worth approximately £18bn to our
economy”.
• The importance of TNE to the UK HEI sector is seen to be increasing, in July
2013 the UK government published the International Education Strategy
which forms part of the strategy to focus on the growth of the sector
internationally.

4. Exploring the Impacts of TNE on Host
Countries (British Council: Going Global 2014)
• Findings from research on ten countries including: Singapore, China and
Malaysia focusing on the benefits TNE to the host country identified the
following as key impacts.
• Many students found they could combine study with TNE institutions and full time
employment – Part time or ‘flexible’ students were not unusual.
• TNE programmes were seen to increase the skills in the host country – particularly in
relation to Masters Programmes.
• The research suggests that TNE is resulting in positive socio-cultural outcomes,
particularly in relation to studying in English and increased cultural awareness.

6. ‘The value of TNE to national economies has been emphasised more
often than its value to individual student participants’
(O’Mahony, 2012).

7. The approach
Explore the student experience at SHAPE
Investigate the role of space and place on student identity and
belonging
There is an assumption that TNE students want to 'belong' with the UK
institution and that collaboration enables a UK HEI experience, with the
convenience of remaining in the students home nation.
Focus groups with students in Hong Kong.

8. "I study at Sheffield Hallam, but in Hong Kong."
"I just say I study Top Up Degree at IVE."
"I study at VTC, it is an overseas Top up Degree."

9. “VTC always promote it, Top up degree! Top up degree! Top up
degree…..”
“The course and university both are important to me, they are
both….important”.
“I look up on the internet I see SHU are known for sport, I see
they are good, I see have a good ranking in sport, we search
and we see it is good”.
“ The coach, the coach said UK is established for sport courses,
good sport coaching, theory and structure”.

11. “Belong local, same campus and same rooms as higher dip.
Everything is the same, some tutors even”
“I think it would be a very good experience if I could feel
more connection and more involved with SHU, I would feel
great if I could belong more, I would like to feel like I study in
UK, that would be great, people would want to hear about it,
I could add more experience, it would be great, I would like
to feel. More like a SHU student”.
“I think the teachers in Hong Kong are quite different the
tutor from uk, let me feel more like.....UK tutor provide more
time and opportunity to analyse, this is new to us, they give
more time, we think more independently”.
“I think if we can use more English, it would help, we use
more English in two week when with UK teacher, the
interaction. With UK teachers it is great, you will be more
confident to speak in English, with local tutor, it is more
difficult, it is less natural to speak English”.

12. On Course Experience

13. Recommendations
Facilitate opportunities for interaction
between SHU and SHAPE students.
Acknowledgement that TNE offers a SHU
experience but this is overshadowed by
existing structures established by prior
student experience with the collaborative
partner.
Continue to deliver UK world leading sport
programmes in the context of the local
environment (Hong Kong)

14. Any questions?