Transnational Education: Issues and Trends in Offshore Higher Education

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Can I borrow this item? Can I get a copy? Can I view this online? Members of Aboriginal, Torres Strait Islander and Maori communities are advised that this catalogue contains names and images of deceased people. Book , Online - Google Books. Chapters address diverse topics related to CBHE such as e-learning, mobility and immigration, building research capacity, and creating pathways through articulation programs.

Borderless, offshore, transnational, and crossborder education: In Higher education in turmoil: The changing world of internationalization. By Jane Knight, 81— The origins, similarities, and differences among the four terms commonly used to describe programs and providers moving between countries are explored in this chapter. It provides a conceptual framework for gaining a deeper understanding of the different elements and types of CBHE, and identifies some of the key regulatory issues and challenges related to language of instruction, and quality assurance among others.

Transcending borders and traversing boundaries: A systematic review of the literature on transnational, offshore, cross-border, and borderless higher education. Journal of Studies in International Education. This extensive review of the literature on TNE identifies the most cited publications on specific themes, trends, and patterns in TNE provision. It also points to gaps in research and discusses methodological issues and future directions for research. McNamara, John, and Jane Knight.

Transnational higher education data collection systems: Awareness, advocacy and action. Published in partnership with the German Academic Exchange Service. This report acknowledges the staggering growth of TNE program but laments the lack of research and reliable data to monitor trends and inform national policymaking. A set of guidelines and a proposed framework to categorize the different modes of TNE are proposed in order to help develop an international classification system for data gathering and analysis. A stock take of current activity.

Crossborder and Transnational Higher Education - Education - Oxford Bibliographies

Journal of Studies in International Education The author points to the lack of any kind of comprehensive statistics on TNE developments around the world and thus, through secondary data, attempts to gather systematic information on current TNE activities in order to understand types of TNE that are taking place in countries and regions around the world. Users without a subscription are not able to see the full content on this page. Please subscribe or login.

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here. Articulation — An awarding institution reviews the provision of another organization and deems that the curriculum is of an adequate standard for the award of specific credit leading to direct entry into year two, three or four of the specified program at the awarding institution.

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These arrangements occur most frequently at the undergraduate level. Students are aware from the outset that they will qualify for advanced standing at a particular institution upon completion of the partner section of the program. Branch Campus — A foreign degree-granting location of an institution of higher education. As simple as this definition seems, what exactly constitutes a branch campus seems to have become something of a moving target.

In both cases, the awarding institution delivers courses — through independent-learning materials or via distance technology online — directly to the student without the need for a partnering institution.

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Franchising — A process by which an awarding institution agrees to authorize another organization or institution to deliver and sometimes assess part or all of one or more of its own approved programs. Often, the awarding institution retains direct responsibility for the program content, the teaching and assessment strategy, the assessment regime and quality assurance.


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Joint Degree — One program, taught collaboratively by two or more universities with periods of study at each location. Dual Degree — As above, but with the award of two or more certificates and transcripts. Each institution has responsibility for its own degree. Progression Agreement or Sequential Degrees — Students studying at named partners are entitled to enroll in and complete a second, related program at the second partner institution once they have earned a specified first degree and met the admission requirements.

Degree Validation — The partner delivers its own programs to its own students at its own centers; however, the awarding institution validates the programs because the partner either lacks degree-awarding powers or else the power to make awards at a particular for example, graduate level or in a given disciplinary area.

The principals and guidelines underpinning the foreign partnerships of UK institutions are overseen by the Quality Assurance Agency. The watchdog agency conducts reviews of oversees provision on a country-by-country basis, publishing its findings and recommendations through reports on its website. These reports give an idea of the type and scale of transnational provision occurring in some of the bigger and more important Asian education markets.

Six percent 29 of these programs led to a qualification from the Singaporean institution, which gave advanced standing to a program offered by the UK institution articulation.

The remaining five percent of the programs were studied partially with a partner institution in Singapore and partially in the UK, or offered by the UK institution to students in Singapore with learning support provided by a Singaporean partner distance learning. Business and administrative studies accounted for 62 percent of the programs , followed by creative arts and design 56 , mathematics and computer sciences 46 and engineering A total of 66 UK institutions were either planning to start or had one or more existing links with 82 Singaporean partners.

The vast majority of Singaporean partners were privately funded. The QAA is currently undertaking a review of transnational higher education in mainland China where the awarding body is a UK higher education institution. The results are yet to be published, but according to the findings of a audit , upon which the current review is building, there were 82 UK higher education institutions that had or were intending to establish links with Chinese institutions to deliver a UK higher education award.

The most common links were found to be under progression agreements, where Chinese students undertake one or two years of undergraduate study at a Chinese institution before progressing to a final one or two years of study at the UK awarding institutions. In a few cases, students graduate with qualifications from both institutions. There were 58 UK institutions involved in links under progression agreements, with at the undergraduate level. These accounted for over a third of all links. Advanced standing arrangements for admission to a UK institution for students with specific Chinese qualifications was the next most common arrangement 50 links , followed by foundation programs prior to admission 22 links and direct delivery of programs in China 20 links.

The most common offerings were business and administrative studies 38 percent , engineering 25 percent , and mathematical and computer sciences 10 percent. Teaching is performed by both Chinese and UK staff, but largely with English as the medium of instruction. An estimated 11, students were studying in China for a UK award in , which compares to the 50, Chinese students that were in the UK studying that same year.