The UK has been the main exporting country for transnational education (TNE) – that is, for providing higher education to foreign students who study wholly in their own country. In the latest data (2020/21), UK universities reported 488,095 TNE enrolments, up 13% on 2019/20. This compares with 605,130 for international students studying in the UK.
Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest:
- Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China
- While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980
- Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries.
This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success.
TNE partnerships: the challenges of managing partnerships across borders and...University of Limerick
This is the second of two lectures for the University of Bath MA in International Higher Education Management. It covers:
1. The dimensions of the management challenges
Culture
Language
Legislation
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
Home university
Joint venture partner
Host government
Students
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
Managing an international branch campus dispatches from the front lineUniversity of Limerick
There has been a rapid growth in the number of UK universities establishing ‘international branch campuses’ around the world. The University of Nottingham provides the best-known example, with successful satellite campuses in Semenyih (Malaysia) and Ningbo (China). Liverpool, Southampton, Reading, Newcastle, Middlesex and Heriot-Watt all boast growing offshore campuses.
Managing an international branch campus brings a raft of new challenges. For the senior staff seconded from the UK to set up and nurture branch campuses, they have to deal with the growing pains of any start-up venture, with small numbers of staff having to juggle multiple roles until critical mass is achieved. In most cases, the organisational structure exposes them to the difficulties of running a joint-venture, juggling the demands of the home campus and the local partner. In every case, they have to negotiate the conflicting legislative environments of their home and host countries, often working across language and cultural divides.
This presentation is based on a qualitative study of the challenges facing the managers of UK international branch campuses. Senior managers at a number of UK campuses in Malaysia, China and the United Arab Emirates were interviewed and the results analysed to identify the key issues and problems they face and the coping strategies that they have developed. It offers an insight into the world of the new breed of expatriate academic manager.
A collaborative and effective approach to quality assurance for TNE: a perspe...University of Limerick
This presentation was given as part of the 2016 UK-China Education Policy Week, organised by the British Council and the Chinese Ministry of Education in Beijing. It considers the new forms of transnational education (TNE) being developed in China under the legislation on Sino-foreign joint ventures: joint institutes and joint programmes. It argues that many of the students in these programmes are absent from the official UK statistics on TNE, which only capture students studying ‘wholly offshore’, and considers the implications of this new form of TNE for quality assurance, where the providers have to satisfy both UK and Chinese regulatory bodies.
The future of transnational education: overcoming the challenges, embracing t...University of Limerick
This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.
Webinar-Technology for Global Engagement-University World News-DrEducationDrEducation
DrEducation and University World News partnered to host a global online discussion (webinar) “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity.”
Over 700 professionals from around the world registered for the event. Recording of the event is available through following link. http://bit.ly/TechGlobalEd
The global panel was moderated by Dr. Rahul Choudaha, co-founder DrEducation and interEDGE.org. The panelists were:
- GinaMario Besana, Professor and Associate Provost for Global Engagement and Online Learning, DePaul University
- Helen O'Sullivan, Professor and Associate Pro-Vice-Chancellor for Online Learning, University of Liverpool
- Mark Brown, Professor and Director of the National Institute for Digital Learning, Dublin City University
- Kevin Kinser, Professor and Department Head of Education Policy Studies Pennsylvania State University
Online education and internationalization have been rising as strategic priorities for many university leaders around the world. While online experiments like MOOCs, badging, blended learning are still early in their evolution, few institutions have taken an innovative approach to finding a synergy between technological innovations and their application in global engagement strategies. And, of those who attempted to engage globally through technology have experienced several barriers related to cost, quality, recognition, and outcomes. This online discussion examined how university leaders are leveraging technology for advancing internationalization? How does technology fit in the overall global engagement strategy? What are the challenges and opportunities?
This presentation discusses the forms of transnational education (TNE) and the motivations of the four key stakeholders involved. It argues that for a successful TNE partnership, the form of TNE and the motivations of the stakeholders must be aligned.
This presentation considers the benefits of transnational education (TNE) to host countries and to TNE partners in the host country. It reviews the scale and the benefits of ‘traditional’ TNE, which is generally understood to entail a university in one country (eg, the UK) providing educational services to students in another (eg, Thailand). It argues that although this tends to be an ‘unbalanced’ partnership, nonetheless traditional TNE does provide tangible benefits to the host country in terms of technology transfer (including curriculum, pedagogy and quality assurance) and faculty development, as witnessed by the way in which the private sector in Malaysia has used TNE to develop its higher education sector. It goes on to look at emerging forms of TNE, which are more explicitly based on a genuine partnerships of equals, arguing that these new forms hold out the best prospects of building lasting partnerships.
TNE partnerships: the challenges of managing partnerships across borders and...University of Limerick
This is the second of two lectures for the University of Bath MA in International Higher Education Management. It covers:
1. The dimensions of the management challenges
Culture
Language
Legislation
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
Home university
Joint venture partner
Host government
Students
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
TNE partnerships: the challenges of managing partnerships across borders and ...University of Limerick
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture:
1. The dimensions of the management challenges
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
Managing an international branch campus dispatches from the front lineUniversity of Limerick
There has been a rapid growth in the number of UK universities establishing ‘international branch campuses’ around the world. The University of Nottingham provides the best-known example, with successful satellite campuses in Semenyih (Malaysia) and Ningbo (China). Liverpool, Southampton, Reading, Newcastle, Middlesex and Heriot-Watt all boast growing offshore campuses.
Managing an international branch campus brings a raft of new challenges. For the senior staff seconded from the UK to set up and nurture branch campuses, they have to deal with the growing pains of any start-up venture, with small numbers of staff having to juggle multiple roles until critical mass is achieved. In most cases, the organisational structure exposes them to the difficulties of running a joint-venture, juggling the demands of the home campus and the local partner. In every case, they have to negotiate the conflicting legislative environments of their home and host countries, often working across language and cultural divides.
This presentation is based on a qualitative study of the challenges facing the managers of UK international branch campuses. Senior managers at a number of UK campuses in Malaysia, China and the United Arab Emirates were interviewed and the results analysed to identify the key issues and problems they face and the coping strategies that they have developed. It offers an insight into the world of the new breed of expatriate academic manager.
A collaborative and effective approach to quality assurance for TNE: a perspe...University of Limerick
This presentation was given as part of the 2016 UK-China Education Policy Week, organised by the British Council and the Chinese Ministry of Education in Beijing. It considers the new forms of transnational education (TNE) being developed in China under the legislation on Sino-foreign joint ventures: joint institutes and joint programmes. It argues that many of the students in these programmes are absent from the official UK statistics on TNE, which only capture students studying ‘wholly offshore’, and considers the implications of this new form of TNE for quality assurance, where the providers have to satisfy both UK and Chinese regulatory bodies.
The future of transnational education: overcoming the challenges, embracing t...University of Limerick
This presentation looks at the changing forms of transnational education, showing that ownership structures, workforces, customer bases and stakeholders are becoming increasingly multinational.
Webinar-Technology for Global Engagement-University World News-DrEducationDrEducation
DrEducation and University World News partnered to host a global online discussion (webinar) “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity.”
Over 700 professionals from around the world registered for the event. Recording of the event is available through following link. http://bit.ly/TechGlobalEd
The global panel was moderated by Dr. Rahul Choudaha, co-founder DrEducation and interEDGE.org. The panelists were:
- GinaMario Besana, Professor and Associate Provost for Global Engagement and Online Learning, DePaul University
- Helen O'Sullivan, Professor and Associate Pro-Vice-Chancellor for Online Learning, University of Liverpool
- Mark Brown, Professor and Director of the National Institute for Digital Learning, Dublin City University
- Kevin Kinser, Professor and Department Head of Education Policy Studies Pennsylvania State University
Online education and internationalization have been rising as strategic priorities for many university leaders around the world. While online experiments like MOOCs, badging, blended learning are still early in their evolution, few institutions have taken an innovative approach to finding a synergy between technological innovations and their application in global engagement strategies. And, of those who attempted to engage globally through technology have experienced several barriers related to cost, quality, recognition, and outcomes. This online discussion examined how university leaders are leveraging technology for advancing internationalization? How does technology fit in the overall global engagement strategy? What are the challenges and opportunities?
This presentation discusses the forms of transnational education (TNE) and the motivations of the four key stakeholders involved. It argues that for a successful TNE partnership, the form of TNE and the motivations of the stakeholders must be aligned.
This presentation considers the benefits of transnational education (TNE) to host countries and to TNE partners in the host country. It reviews the scale and the benefits of ‘traditional’ TNE, which is generally understood to entail a university in one country (eg, the UK) providing educational services to students in another (eg, Thailand). It argues that although this tends to be an ‘unbalanced’ partnership, nonetheless traditional TNE does provide tangible benefits to the host country in terms of technology transfer (including curriculum, pedagogy and quality assurance) and faculty development, as witnessed by the way in which the private sector in Malaysia has used TNE to develop its higher education sector. It goes on to look at emerging forms of TNE, which are more explicitly based on a genuine partnerships of equals, arguing that these new forms hold out the best prospects of building lasting partnerships.
Cross national collaboration in promoting and delivering MOOCsPäivi Kananen
In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
This is the first of two lectures for the University of Bath MA in International Higher Education Management. It covers:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
Activities versus channel of delivery
5. How important is TNE?
6. Characteristics of TNE partnerships
Stakeholders
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
A TNE provider view of value: the view from Nottingham Trent UniversityUniversity of Limerick
This presentation is a contribution to the HEGlobal conference on 11 January 2016, which explored the value of transnational education (TNE) to different stakeholders – TNE students, universities, national economies, etc. It explores the value of TNE to one UK university (Nottingham Trent University). It shows that the university has approximately 5,000 TNE across 10 countries, but with a range of TNE partners which include private, for-profit colleges and public research universities. It shows the way the university has reconceptualised the value of TNE in terms of contributing to its core mission of providing an education which transforms the life chances of its graduates and carrying out research with societal impact. It goes on t describe the process by which the university is renegotiating its TNE partnerships to maximise the benefits to its UK-based students and staff.
The challenges of leading an international branch campus: the ‘lived experien...University of Limerick
In recent years, an increasing number of major universities have set up international branch campuses (IBCs). There are now over 200 IBCs, with more under development. Little is known about the unique challenges that face IBC managers, who are normally seconded from the home university to set up and operate the satellite campus in a new and alien environment. At the same time, there are significant financial and reputational risks for the home university should an IBC fail. This presentation reports the results of a qualitative study into the ‘lived experiences’ of IBC managers working in the three largest host markets for IBCs – China, Malaysia and the United Arab Emirates. It finds that the fundamental challenge for managers is balancing the competing demands of a range of internal and external stakeholders and concludes that universities need to do more to prepare and support IBC managers.
This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie. It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time. It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.
PTIT Center for International Education (The CIE) is a center of Posts and Telecommunications Institute of Technology (PTIT), a leading public university in ICT disciplinaries in Vietnam. At The CIE, we provide exceptional opportunities to all of our students to study international-oriented programs and working opportunities in abroad. In addition, The CIE offers exchange programs, professional development programs for home and international students. As part of our commitment to promoting the broadest possible access to international education for home and international students at PTIT, The CIE offers favorable programs with strong linkage and integration with international partners with student-centered learning and teaching methodology. We also provide a flexible admission structure and a learning strategy designed to engage learners throughout their learning paths to ensure their success before, during and after studying at The CIE.
Our international programs include:
• Joint International Programs for different levels of Bachelor’s, Engineer’s, Master’s (2+2, 3+1, 1+1) and PhD.
• Inbound and outbound exchange / mobility programs for domestic and international students.
• International job opportunities for graduate students in global markets.
• Basic and advanced professional training courses to make students ready for world of work.
------------------
🏢 Center for International Education - Posts and Telecommunications Institute of Technology
📞 Hotline: 088.616.0606
🎁 Website: https://cie.ptit.edu.vn/
📩 Email: cie@ptit.edu.vn
Reinventing international higher education for a socially just, sustainable w...University of Limerick
International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint.
This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.
Internationalization of Business Schools - What determines the internation...Eduniversal
Presentation of Prof. Thami Ghorfi during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 3
"What determines the international brand identity of the school?"
The internationalisation of higher education: trends, motivations and modelsUniversity of Limerick
These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024.
HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management.
This lecture addresses the following questions:
1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
How to Make a Field invisible in Odoo 17Celine George
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Cross national collaboration in promoting and delivering MOOCsPäivi Kananen
In the European Higher education sector, various forms of cross-national collaborations are expected and encouraged when developing quality online education. We report on the early development of collaborative practices of two European universities. As a result of the collaboration a set of MOOCs titled "The Success Factors Behind the Finnish Education" produced at the Open University of the University of Jyväskylä, Finland have been embedded into the Distance Learning Postgraduate Certificate in Education (PGCE) at Leeds Beckett University, United Kingdom. Both institutions have a strong emphasis on emerging modes of teaching and pedagogies.
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
This is the first of two lectures for the University of Bath MA in International Higher Education Management. It covers:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
Activities versus channel of delivery
5. How important is TNE?
6. Characteristics of TNE partnerships
Stakeholders
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
A TNE provider view of value: the view from Nottingham Trent UniversityUniversity of Limerick
This presentation is a contribution to the HEGlobal conference on 11 January 2016, which explored the value of transnational education (TNE) to different stakeholders – TNE students, universities, national economies, etc. It explores the value of TNE to one UK university (Nottingham Trent University). It shows that the university has approximately 5,000 TNE across 10 countries, but with a range of TNE partners which include private, for-profit colleges and public research universities. It shows the way the university has reconceptualised the value of TNE in terms of contributing to its core mission of providing an education which transforms the life chances of its graduates and carrying out research with societal impact. It goes on t describe the process by which the university is renegotiating its TNE partnerships to maximise the benefits to its UK-based students and staff.
The challenges of leading an international branch campus: the ‘lived experien...University of Limerick
In recent years, an increasing number of major universities have set up international branch campuses (IBCs). There are now over 200 IBCs, with more under development. Little is known about the unique challenges that face IBC managers, who are normally seconded from the home university to set up and operate the satellite campus in a new and alien environment. At the same time, there are significant financial and reputational risks for the home university should an IBC fail. This presentation reports the results of a qualitative study into the ‘lived experiences’ of IBC managers working in the three largest host markets for IBCs – China, Malaysia and the United Arab Emirates. It finds that the fundamental challenge for managers is balancing the competing demands of a range of internal and external stakeholders and concludes that universities need to do more to prepare and support IBC managers.
This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie. It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time. It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.
PTIT Center for International Education (The CIE) is a center of Posts and Telecommunications Institute of Technology (PTIT), a leading public university in ICT disciplinaries in Vietnam. At The CIE, we provide exceptional opportunities to all of our students to study international-oriented programs and working opportunities in abroad. In addition, The CIE offers exchange programs, professional development programs for home and international students. As part of our commitment to promoting the broadest possible access to international education for home and international students at PTIT, The CIE offers favorable programs with strong linkage and integration with international partners with student-centered learning and teaching methodology. We also provide a flexible admission structure and a learning strategy designed to engage learners throughout their learning paths to ensure their success before, during and after studying at The CIE.
Our international programs include:
• Joint International Programs for different levels of Bachelor’s, Engineer’s, Master’s (2+2, 3+1, 1+1) and PhD.
• Inbound and outbound exchange / mobility programs for domestic and international students.
• International job opportunities for graduate students in global markets.
• Basic and advanced professional training courses to make students ready for world of work.
------------------
🏢 Center for International Education - Posts and Telecommunications Institute of Technology
📞 Hotline: 088.616.0606
🎁 Website: https://cie.ptit.edu.vn/
📩 Email: cie@ptit.edu.vn
Reinventing international higher education for a socially just, sustainable w...University of Limerick
International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint.
This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.
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Plenary Session 3
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These two lectures provide an introduction to the internationalisation of higher education, covering:
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024.
HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management.
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1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Is Transnational Education the Future of Internationalisation for Higher Education in Aotearoa: Lessons from the UK
1. Is Transnational Education the Future of
Internationalisation for Higher Education in
Aotearoa? Lessons from the UK
9 May 2022
Professor Nigel Healey
Provost and Deputy President
2. Background: personal TNE journey
• Why is higher education
internationalising? 2008
• Why do UK universities franchise
degrees? 2012
• Is transnational education profitable?
2013
• What are the main forms of TNE? 2014-
15
• What are the challenges of managing
TNE partnerships? 2016-18
• Integration versus localisation in TNE
2017-18
• Drivers of TNE 2019-20
• Benefits of TNE for host countries 2021-
• University of Leicester 1989-96:
• distance-learning MBA
• Manchester Metropolitan University
1996-2004:
• campus in Colombo
• X+Y in Asia, Africa
• Northern Consortium UK IFY
• University of Canterbury 2004-11
• Nottingham Trent University 2011-16
• franchises/validations in Europe / Asia
• distance learning in Middle-East, China
• dual degrees in Europe
• Fiji National University 2016-20
• University of Limerick 2020-
• dual degrees in Europe / Asia – masters
with research objectives
3. Overview
• TNE 101: What? How? Why?
• TNE UK plc: How Big? How
Valuable?
• TNE: Motivations, Risk Factors
• TNE Pathways to Study
• De-risking TNE pathways
4. What?
• “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)
University
(country A)
Students
(country B)
‘Principle of transnationality’
6. Blurring and overlap in TNE
Distance
Learning
Int. Branch
Campus
Local
Partner
Flying
Faculty
Rented
Space
Franchise Validation /
Franchise+
Joint
Programme
How?
What?
Own
Programme
Healey, N. and Bordogna, C. (2014). From transnational to multinational education: emerging trends in
international higher education. Internationalisation of Higher Education, 3, 34-56.
10. Why? Source: UNESCO Institute for Statistics
1980 1985 1990 1995 2000 2005 2010 2015 2020
Internationally-
mobile students
(m)
1.1 1.1 1.3 1.7 2.1 3.0 4.1 4.8 6.1
Global tertiary
enrolments (m)
51.2 60.3 68.7 81.7 99.9 139.0 181.7 217.7 235.3
Internationally
mobile as % total
2.1% 1.8% 1.9% 2.1% 2.1% 2.2% 2.3% 2.2% 2.6%
11. UK TNE: How big?
Source: HESA
8
2007/08 2009/10 2011/12 2013/14 2015/16 2017/18 2019/20
Registered at HEI:
• overseas campus 7,120 11,410 15,140 19,230 25,335 28,355 30,960
• distance learning 100,345 114,985 116,520 119,700 113,995 118,210 127,345
• Other, including collaborative provision 59,895 74,360 96,060 116,035 138,110 148,300 174,470
Not registered at HEI but studying for
HEI’s award:
• overseas partner organisation 29,240 207,790 342,910 374,430 416,065 391,985 95,260
• Other (validated) 70 50 345 7,270 7,500 6,840 4,460
Total 196,670 408,595 570,925 636,675 701,010 693,695 432,500
Healey, N. (2020). The end of transnational education? The view from the
UK. Perspectives: Policy and Practice in Higher Education, 24(3), 102-112.
12. UK TNE students by level of study 2016/17 – 2020/21:
Postgraduate vs Undergraduate
13. UK universities by TNE enrolments
University TNE enrolments 2020/21
University of London 50,275
Open University 44,930
Coventry 20,530
Liverpool 18,835
Nottingham 17,545
Greenwich 13,980
Middlesex 12,915
Bedfordshire 10,640
Sunderland 9,945
Lancaster 9,820
Staffordshire 9,435
Westminster 8,035
West of England 8,000
London Met 7,925
Liverpool John Moores 7,920
14. TNE: How valuable?
Healey, N. (2013). Is UK transnational education “one of Britain’s great
growth industries of the future”? Higher Education Review, 45(3), 6-35.
15. Motives: what does the university want from TNE?
1. Teaching
2. Research
3. Commercial
4. Developmental
5. Branding and prestige
Healey, N. (2013). Why do English universities really franchise degrees
to overseas providers? Higher Education Quarterly, 67(2), 180-200.
16. Motive 1: Teaching
• Internationalisation of the curriculum: direct
• Structured student exchange
• University of Kent: Brussels School of International
Studies
• Internationalisation of the curriculum: indirect
• Imported curriculum / teaching from TNE partners
• Heriot-Watt University
17. Motive 2: Research
• Access to talent
• UNNC – Tier 1 Gaokao
• New areas of research / new sources of
research income
• Centre for Sustainable Energy
Technologies (CSET)
• Nottingham Ningbo New Materials
Institute
• International Academy for the Marine
Economy and Technology
18. Motive 3: Commercial
• Revenue diversification,
maximisation
• Coventry University, Bolton
University
• Pipeline of online international
enrolments (and induced demand by
raised profile)
• XJTLU 2+2
19. Motive 4: Developmental
• Widen access to higher education internationally
• Glasgow Caledonian University – Transnet Freight
SA
• Support capacity building in third countries
• Manchester Metropolitan University – IIT
20. Motive 5: Branding and prestige
• Global profile
• University of Nottingham
• Reputation by association
• UCL – US National Institute of Mental Health
21. Importance of motive
• Different forms of TNE support different
motives
• Misalignment of motive and form leads to
failure
• Nottingham Trent University
• Need to understand motives of other key
stakeholders
• Local partner
• Host government
• Students
• Misalignment of motives of university and
stakeholders will lead to failure:
• UCLan
• UNSW Asia
Healey, N. (2021). Transnational education: the importance of aligning stakeholders’
motivations with the form of cross-border educational service delivery. Higher
Education Quarterly, https://doi.org/10.1111/hequ.12371
22. TNE and risk appetite
Low – Financial Risk – High
Validation
Franchise
Distance
Learning
Int. Branch
Campus
Low
–
Reputational
Risk
–
High
Sources of risk:
Principal-agent
Financial
Reputational
Compliance
Political
Healey, N. (2016). The challenges of leading an international branch campus:
the ‘lived experience’ of in-country senior managers. Journal of Studies in
International Education, 20(1), 61-78.
Healey, N. (2018). The challenges of managing transnational education
partnerships: the views of “home-based” managers vs “in-country” managers,
International Journal of Educational Management, 32(2), 241-256.
23. TNE risk register
Type of Risk
Financial
Failure to recruit students
Failure to control capital costs
Failure to control operating costs
Reputational
Failure to recruit qualified students
Failure to maintain academic quality
Failure to graduate employable students
Compliance
Failure to gain/maintain Ministry of Education registration
Failure to follow financial regulations
Failure to follow employment legislation
Political
Adverse change in geo-political environment
Adverse change in government policy
Natural Natural shock which disrupts operations (incl. pandemic)
Healey, N. (2015). Towards a risk-based typology for transnational education. Higher Education, 69(1), 1-18.
24. Focus: TNE as a pathway for international students
• 150,000 international students
start bachelors degree in Year 2
from a TNE pathway
• 40% of Malaysian and 38% of
Chinese entrants start Year 2 from
a TNE pathway
25. TNE entrants as % of first degree entrants by country
2018/19
Source: HESA
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Malaysia China Vietnam Qatar Germany France Hong
Kong SAR
Singapore India Spain
28. De-risking TNE pathways
Marketing Admissions Curriculum Teaching Assessment Transfer
Quality Assurance - Governance
Which stages does the university control?
Which stages does the university contract to TNE partner?
30. Balancing global integration (I) vs local responsiveness
(R) in TNE
Healey, N. (2018). The optimal global integration – local responsiveness trade-off for an
international branch campus. Research in Higher Education, 59(5), 623-649.
31. Conclusions
TNE can be an important means to
achieving the mission of a university
It is important to understand:
The university’s true motive for entering
TNE partnership
Motives of the key stakeholders
• Be objective and honest:
• Need a proper business case
• Factor in full costs of the TNE partnership
– and costs of exiting (if necessary)
• Understand the I-R trade-offs
• Carry out risk analysis / mitigation
• Set and monitor key performance
indicators
32. Final thought: what is the future of inter-
/transnational education?
Healey, N. (2008). Is higher education in really internationalising? Higher Education, 55(3), 333-355.
? or ? or
Editor's Notes
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.