The Future of Transnational Education -
Overcoming the Challenges, Embracing the
Benefits
The Future of
Transnational Educ...
Overview
• What is TNE?
• What are the main ways of categorising TNE?
• How is TNE changing over time?
• Are we witnessing...
What is TNE?
• “Any teaching or learning activity in which the students are in a
different country to that in which the in...
Types of TNE (1): by activity
1. Distance-learning
2. International branch campus
3. Franchise (collaborative
provision, t...
Types of TNE (2): by mode of delivery (GATS)
5
GATS terminology Transnational education variant
Mode 1 — Cross border
supp...
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,...
How is TNE changing?
• Analysis of 30 TNE case studies gathered from around the
world through www.linkedin.com
• Analysis ...
8
Part 1: franchise
Part 2: flying faculty
VLE + summer school
9
Quality Distance
Learning Ghana
Distance-learning
Local partner
Flying faculty
Campus study option
23 May 2014 10
23 May 2014 11
12
13
14
23 May 2014 15
16
17
18
19
Key messages
• There are no ‘clear’ types: TNE partnerships are multidimensional
with changing boundaries
• The organisati...
Parallels with international business
• Corporations internationalised in stages from exporting to licensing
to foreign di...
The end of TNE, the rise of multinational
education?
National Multinational
Owners √
Employees (staff) √
Customers (studen...
Final thought: what do these universities have
in common?
23
Further reading
• Bunting, G. et al (2014), Transnational education: a good
practice guide, Higher Education Academy (fort...
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The future of transnational education: overcoming the challenges, embracing the benefits

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This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.

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  • Coming after the session in the morning, we probably don’t need to dwell on definitions.

    NB. I am trying to obtain more information as to what the morning session will cover.
  • The future of transnational education: overcoming the challenges, embracing the benefits

    1. 1. The Future of Transnational Education - Overcoming the Challenges, Embracing the Benefits The Future of Transnational Education Professor Nigel Healey Pro-Vice-Chancellor (International) 22 May 2014
    2. 2. 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? 2
    3. 3. 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) 3 University (country A) Students (country B)
    4. 4. Types of TNE (1): by activity 1. Distance-learning 2. International branch campus 3. Franchise (collaborative provision, twinning) 4. Validation 4
    5. 5. Types of TNE (2): by mode of delivery (GATS) 5 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
    6. 6. 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 Total 196,670 388,045 408,595 503,700 570,925 598,930 Source: HESA
    7. 7. 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 7
    8. 8. 8 Part 1: franchise Part 2: flying faculty VLE + summer school
    9. 9. 9 Quality Distance Learning Ghana Distance-learning Local partner Flying faculty Campus study option
    10. 10. 23 May 2014 10
    11. 11. 23 May 2014 11
    12. 12. 12
    13. 13. 13
    14. 14. 14
    15. 15. 23 May 2014 15
    16. 16. 16
    17. 17. 17
    18. 18. 18
    19. 19. 19
    20. 20. 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 20
    21. 21. 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 21
    22. 22. The end of TNE, the rise of multinational education? National Multinational Owners √ Employees (staff) √ Customers (students) √ Regulators (MoE) √ Employers √ Society √ 22 With TNE, it is not only the customers that are multinational… Stakeholders and TNE
    23. 23. Final thought: what do these universities have in common? 23
    24. 24. 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

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