Transnational education (TNE) or cross-border education has been a growth area over the last decade. Existing typologies classify TNE either by the nature of the activity (eg, distance learning, franchise, and validation) or the part of the activity which is moving across borders (eg, programme mobility, institutional mobility). By analysing a large number of transnational partnerships around the world, this presentation illustrates the way that transnational partnerships are becoming increasingly multidimensional, blurring the boundaries between one type and another. It proposes new approaches to classifying types of transnational partnership.
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.
This presentation reviews the changing forms of transnational partnerships between universities and offshore partners, developing an alternative framework within which to analyse transnational education.
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.
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.
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 is a presentation given to the Universities and Colleges Admissions Service (UCAS) discussing the implications of the growth of transnational education (TNE) for UCAS in terms of its core activities.
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.
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
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.
This presentation reviews the changing forms of transnational partnerships between universities and offshore partners, developing an alternative framework within which to analyse transnational education.
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.
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.
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 is a presentation given to the Universities and Colleges Admissions Service (UCAS) discussing the implications of the growth of transnational education (TNE) for UCAS in terms of its core activities.
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.
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
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.
Proveedores online y parámetros de los rankings, por Sarah Guri-Rosenblit, directora de Divulgación Académica Internacional y jefe de estudios de graduado en Educación en la Universidad Abierta de Israel.
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
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
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.
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
Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)EduSkills OECD
This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Opening up Education: a Support Framework for Higher Education Institutions b...EduSkills OECD
This presentation was given by the Joint Research Centre – the European Commission’s in-house science service at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Systemic Innovation in Vocational Education and TrainingFrancesc Pedró
Summary of the main findings and policy implications arising from the OECD Centre for Educational Research and Innovation on Systemic Innovation in Vocational Education and Training.
Presentation of Airina Volungevičienė, EDEN president, Vytautas Magnus University, Lithuania, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
This presentation was delivered by UK National Agency impact assessor, Steven Murray, during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
Transnational education one of the great growth industries of the futureUniversity of Limerick
Higher education has become a major global industry. While the number of students studying at universities outside their own country continues to grow, the most dramatic development has been the increase in the number of students studying for a foreign degree without leaving their home country. So-called ‘transnational’ higher education, which embraces universities offering their degrees by distance-learning, through franchise partners and validated centres, as well as by setting up ‘international branch campuses’, is increasingly seen as one of the great growth industries of the future. This presentation, based on qualitative interviews with senior university administrators and higher education experts from a number of countries, provides an assessment of the growth prospects for this rapidly evolving, and largely unregulated, international market sector.
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior international officers are expected to be even more responsive in making tough
strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
The TNE landscape is a complex one, with multiple stakeholders, each having different perceptions, expectations and motivations. Differing starting points and expectations have spawned a vibrant and diverse range of engagement models. Some have been more successful than others, but all have contributed to the rich fabric of international higher education and in most cases benefitted their stakeholders either directly or indirectly. For institutions looking to enter into or reassess their existing TNE arrangements, understanding stakeholder attitudes and how their context is reshaping perspectives is critical to ensuring a program’s viability. It is now more important than ever to ensure that TNE programs are aligned, not just to the strategic goals of the foreign degree provider, but also the needs of the stakeholders in the hosting country. This presentation explores stakeholder attitudes to TNE utilising the most recent research and market based insights.
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.
Proveedores online y parámetros de los rankings, por Sarah Guri-Rosenblit, directora de Divulgación Académica Internacional y jefe de estudios de graduado en Educación en la Universidad Abierta de Israel.
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
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
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.
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
Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)EduSkills OECD
This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Opening up Education: a Support Framework for Higher Education Institutions b...EduSkills OECD
This presentation was given by the Joint Research Centre – the European Commission’s in-house science service at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Systemic Innovation in Vocational Education and TrainingFrancesc Pedró
Summary of the main findings and policy implications arising from the OECD Centre for Educational Research and Innovation on Systemic Innovation in Vocational Education and Training.
Presentation of Airina Volungevičienė, EDEN president, Vytautas Magnus University, Lithuania, for the Open Education Week's first day webinar on "Education 2030 – Open knowledge, skills, attitudes and values in Europe and the world" - 4 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pdu1u75yqba1/
This presentation was delivered by UK National Agency impact assessor, Steven Murray, during the measuring impact workshop of the December 2015 Learning Networks event held in Cardiff.
Transnational education one of the great growth industries of the futureUniversity of Limerick
Higher education has become a major global industry. While the number of students studying at universities outside their own country continues to grow, the most dramatic development has been the increase in the number of students studying for a foreign degree without leaving their home country. So-called ‘transnational’ higher education, which embraces universities offering their degrees by distance-learning, through franchise partners and validated centres, as well as by setting up ‘international branch campuses’, is increasingly seen as one of the great growth industries of the future. This presentation, based on qualitative interviews with senior university administrators and higher education experts from a number of countries, provides an assessment of the growth prospects for this rapidly evolving, and largely unregulated, international market sector.
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior international officers are expected to be even more responsive in making tough
strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
The TNE landscape is a complex one, with multiple stakeholders, each having different perceptions, expectations and motivations. Differing starting points and expectations have spawned a vibrant and diverse range of engagement models. Some have been more successful than others, but all have contributed to the rich fabric of international higher education and in most cases benefitted their stakeholders either directly or indirectly. For institutions looking to enter into or reassess their existing TNE arrangements, understanding stakeholder attitudes and how their context is reshaping perspectives is critical to ensuring a program’s viability. It is now more important than ever to ensure that TNE programs are aligned, not just to the strategic goals of the foreign degree provider, but also the needs of the stakeholders in the hosting country. This presentation explores stakeholder attitudes to TNE utilising the most recent research and market based insights.
The internationalisation of universities promotes global employability for st...University of Limerick
To succeed in a globalised world, graduates will need a range of intercultural competencies. This presentation outlines the ways that these competencies can be developed within an internationalised university.
Is the era of accessible, highly subsidised higher education coming to an end?University of Limerick
In many western countries, governments have made increasing participation rates and widening access for socially-excluded groups a policy priority for higher education. At the same time, higher education has historically been seen as a ‘public good’, with tuition costs offset by subsidies either directly to the universities or to students in the form of grants or low-interest loans. In many Asian countries, where families are accustomed to sending their children overseas or to expensive private universities at home, the fact that many western students have easy access to local universities where they pay partial or no tuition fees seems alien. The growing costs of massification, coupled with the current fiscal stress suffered by many governments after the financial crisis, means that this liberal western model is beginning to unravel. This presentation examines the case of New Zealand, where higher education policy is struggling to adjust to the new financial realities.
Recruitment and retention as a core part of the university business modelUniversity of Limerick
This is a presentation given at the UK's International Higher Education Forum 2014, jointly hosted by Universities UK, The International Unit and UK Trade and Investment. It discusses the way that international student recruitment and retention fits into a comprehensive university internationalisation strategy.
Higher education institutions' approaches to transnational education: the vie...University of Limerick
This presentation outlines Nottingham Trent University's journey since 1992, as it seeks to refocus its transnational education (TNE) agenda. It discusses the way that TNE evolved in the 1990s in a largely opportunistic way; it was often non-commercial in motivation and closely bound up with EU-funded capacity-building projects. In the 2000s, NTU developed a sophisticated quality assurance framework to ensure quality in its offshore provision, but its TNE remained largely non-commercial in orientation. Since 2012, the University has begun to refocus its TNE provision to align with its internationalisation strategy, gradually disengaging from franchised and validated provision in favour of deeper partnerships with peer universities and the development of dual and joint degrees to promote student mobility.
Repositioning the konwledge economy: how can universities engage with business?University of Limerick
A review of the way that members of the UK's University Alliance engage with businesses to enhance graduate employability. Presentation given at the International Dialogue on Higher Education Reform of South China Summit 2014.
Using internationalisation to drive business engagement and graduate employab...University of Limerick
This presentation outlines the way that one UK university has used internationalisation, namely the internationalisation of the curriculum, the student experience, the student body and the faculty to enhance business engagement and graduate employability,
Establishing a greater UK TNE presence: understanding international branch ca...University of Limerick
The presentation outlines the diversity of forms that an international branch campus (IBC) can take, in terms of its management, ownership, staffing , curriculum and quality assurance. It sets out three extreme forms and identifies the factors that influence which form an IBC is likely to take.
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
La presentazione della dott.ssa Panajia tratta del Global Branding, dei relativi rischi e opportunità che un’impresa transnazionale (Transnational company) incontra nella sua gestione.
A review of the European Union and the impact of the 2008 global financial crisis on the Eurozone countries. It discusses the way that the Eurozone managed the banking crisis in 2008 and the subsequent sovereign debt crisis in 2011-12.
Is Transnational Education the Future of Internationalisation for Higher Educ...University of Limerick
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
Providing an overview of what's happening in Europe regarding MOOCs. Including survey results on what are the reasons to be involved in MOOCs (or decide not to invest in MOOCs)? What are the difference between US and Europe? Can we explain these differences?
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
ICDE Policy Forum in partnership with UNESCO: Directions and challenges for g...icdeslides
The annual ICDE Standing Conference of Presidents (SCOP) meeting included the ICDE Policy Forum, co-organized with UNESCO. On the theme of "Directions and challenges for government and institutions when post-secondary education moves into the MOOC territory: public policies and institutional strategies in the digital learning age", the Policy Forum included organizations and key stakeholders including UNESCO, OECD, the European Commission, Open Courseware Consortium and International Association of Universities.
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?
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
Models for Online, Open, Flexible And Technology Enhanced Higher Education – ...Dominic Orr
The OOFAT study was commissioned by ICDE to look into models of technology integration into HE provision across the world. Here are some of the key results - OOFAT models and associated business strategies.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
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:
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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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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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.
Ethnobotany and Ethnopharmacology:
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The changing face of transnational education: new forms of transnational partnership
1. The changing face of transnational
education: new forms of transnational
partnership
Professor Nigel Healey
Pro-Vice-Chancellor
(International)
7 May 2014
2. Overview
• What is transnational education
(TNE)?
• What are the main ‘types’ of TNE?
• Why classify TNE?
• How is TNE changing?
• Alternative ways of classifying TNE
2
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
4. Types of TNE (1): by activity
1. Distance-learning
2. International branch campus
3. Franchise/twinning
4. Validation
4
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: fly-in/fly-out
programmes
6. How big is TNE (a UK perspective)?
2007/08 2008/09 2009/10 2010/11 2011/12 2012/13
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 students
registered at HEI 59,895 68,595 74,360 86,630 96,060 103,795
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. Why classify TNE?
• Choice of market entry (international business)
• Risk (quality assurance)
• Control (host government)
7
8. Choice of market entry (international
business: stages approach)
8
Distance
learning
Franchise
Validation
International
Branch
Campus
11. 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:
– China (2012)
– Singapore (2011)
– Malaysia (2010)
– India (2009)
– First three are the three largest TNE markets, India is the market
with the most potential
11
20. Classify according to the motivation for the
TNE partnership
• Spectrum 1: Regional access vs stand-alone outposts
• Spectrum 2: Subject specialism vs multidisciplinary
partnerships
• Spectrum 3: Research-led vs teaching-led partnerships
20
21. Conclusions
• TNE partnerships are becoming increasingly complex,
multidimensional and innovative
• Existing typologies are increasingly unable to keep up with
developments (microcosm of challenges of globalisation
generally – eg, for tax law, environmental control)
• Alternative typologies can be based on:
– Risk
– Purpose of TNE partnership
21
22. Further reading on TNE typologies
• Healey, N. (2014), Towards a risk-based typology for
transnational education, Higher Education, (DOI)
10.1007/s10734-014-9757-6
• Healey, N. and Michael, L. (2014), Towards a new
framework for analysing transnational education, Higher
Education Policy (in press)