Trender i transnasjonal utdanning: viktige innovasjonsmuligheter for norske universiteter og høyskoler, eller uoversiktlig kaos?

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1 Trender i transnasjonal utdanning: viktige innovasjonsmuligheter for norske universiteter og høyskoler, eller uoversiktlig kaos? NOKUTs Fagkonferanse om utenlandsk utdanning 17/18 november 2014 Lillestrøm Professor Peter Maassen Universitetet i Oslo

2 Transnasjonal utdanning / Transnational education (TNE) 1. Definitions / Descriptions / Interpretations 2. Forms of TNE 3. Stakeholders of TNE 4. Norway and TNE 5. Conclusions Major source: British Council (2013) The shape of things to come. The evolution of transnational education: data, definitions, opportunities and impacts analysis

3 1. Definitions / Descriptions / Interpretations TNE heterogen komponent av internasjonalisering av høyere utdanning

4 EKSEMPLER: NOKUT: Transnasjonal utdanning er utdanning der studentene store deler av tiden befinner seg i et annet land enn institusjonen som utsteder graden. NOKUT kan godkjenne slik utdanning når institusjonen som gir graden er en akkreditert eller offentlig godkjent høyere utdanningsinstitusjon og den transnasjonale utdanningen er underlagt tilfredsstillende kvalitetssikring SIU: Ingen egen definisjon av Transnasjonal utdanning

5 British Council: Transnational education refers to education provision from one country offered in another. It does not include the traditional international student recruitment market where students travel to another country for their studies. Transnational education includes a wide variety of delivery modes including distance and e-learning; validation and franchising arrangements; twinning and other collaborative provision. ( INQAAHE: TNE includes distance education courses offered by higher education providers located in another country, joint programs offered between a local provider and a foreign institution, franchised courses offered with or without involvement of staff members from the parent institution, and foreign campuses of institutions developed with or without local partnerships.

6 European Association of International Education (EAIE): Transnational education: is a complex mix of engagement activities occurring in culturally diverse markets, embracing both virtual and physical forms of cross-border education. It is distinct from the standard forms of international student mobility where a student from country X goes to study in country Y in order to undertake a degree or course of study, or where the international student is briefly mobile, e.g. on a semester-based exchange or short-term study programme. In the TNE space, we are concerned with educational service arrangements or courses of study, in which learners are located in a country different from the one where the awarding institution is based. Students experience their education, or some significant part of it, at distance from the home campus of the awarding institution

7 Council of Europe Lisbon Recognition Convention : TNE: All types of higher education study programmes, or sets of courses of study, 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. UNESCO/OECD Guidelines for quality provision in crossborder education : Cross-border higher education includes higher education that takes place in situations where the teacher, student, programme, institution/provider or course materials cross national jurisdictional borders. Cross-border higher education may include higher education by public/private and notfor-profit/for-profit providers. It encompasses a wide range of modalities, in a continuum from face-to-face (taking various forms such as students travelling abroad and campuses abroad) to distance learning (using a range of technologies and including e-learning).

8 Nasjonale definisjoner / beskrivelser Chinese Ministry of Education: TNE defined as Those foreign corporate, individuals, and related international organisations in cooperation with educational institutions or other social organisations with corporate status in China, jointly establish education institutions in China, recruit Chinese citizens as major educational objectives, and undertake education and teaching activities. New Zealand: TNE: the delivery of New Zealand formal educational qualifications by New Zealand providers outside New Zealand s shores. DAAD/Germany: in German TNE projects, the German university acts as educational provider and sets the standards for curricula and academic quality benchmarks, within an otherwise mutually cooperative frame-work

9 2. Forms of TNE (TNE delivery modes) 1. International Branch Campuses (IBC) and flying-faculty models 2. Franchise/Twinning programmes 3. Articulation agreements 4. Validation programmes 5. Double/dual degree programmes 6. Joint degree programmes 7. Distance and online education; MOOCs

10 1. International Branch Campuses (IBC) and flying-faculty models: IBC Sending HEI establishes a stand-alone international branch campus (IBC) in the host country and is responsible for all aspects of recruiting, admission, programme delivery and awarding of the qualification. In addition to faculty employed from the parent institution, the IBC may employ local and/or international faculty to assist with teaching. Quality assurance of the programme is the responsibility of the sending HEI and is often subject to additional accreditation processes by the host country. Flying-faculty models Flying faculty sees academics from the exporter country fly in to teach their overseas students in short, intensive blocks of less than a month before they fly out to resume normal duties at home. (see, e.g. Karen Smith (2014) Exploring flying faculty teaching experiences: motivations, challenges and opportunities. Studies in Higher Education, Vol. 39(1), pp )

11 2. Franchise/Twinning programme A sending HEI authorises a host HEI to deliver its (sending HEI) programme, with no curricular input by the host institution. The qualification is awarded and quality assured by the sending institution. The host HEI has primary responsibility for delivery of the programme but the sending HEI may assist with delivery of the programme by providing flying teaching faculty. Recruitment of students and provision of facilities (library, classrooms, IT) is provided by the host HEI. Franchise programmes are typically 3+0 or 4+0 with all study taking place in the host country. Where the student completes the study in the sending country, e.g. 2+1, this is commonly known as a twinning programme.

12 3. Articulation agreements Allow host country students who have completed a specified curriculum (award not of the sending HEI) to apply to a sending country programme (either being taught in the sending or host country) and enrol with advanced standing. (These agreements are sometime considered as a mechanism to recruit international students, but are included as TNE due to the input the sending HEI has into the pre-articulation curriculum studied at the host HEI).

13 4. Validation programmes The process by which a sending HEI judges that a programme developed and delivered by a host HEI is of an appropriate quality and standard to lead to a degree from the sending HEI. The host HEI can develop a programme to meet local needs with the sending HEI contributing its quality assurance processes.

14 5. Double/dual degree programmes Two or more partner institutions in different countries collaborate to design and deliver a common programme. Mobility of students and faculty between the partner HEIs varies by programme. The student receives a qualification from each partner institution. This results in a student receiving two or more qualifications for completion of one programme.

15 6. Joint degree programmes The joint degree programme is similar to the double/dual degree programme in that two or more HEIs collaborate to design and deliver a new programme. The sole difference is that students receive one qualification which includes the badges of each partner institution on the award.

16 7. New technologies Distance learning programmes/ virtual universities, online education, MOOCs.

17 Three most important categories of TNE: 1. Economically driven TNE forms 2. TNE aimed at stimulating quality and creating academic benefits 3. TNE based on new technologies

18 Rationale and drivers for economically-driven TNE are different for sending and host countries: 1.Sending countries are often interested in generating revenue or developing international research linkages. 2.Host countries are often interested in expanding domestic capacity or developing new academic programmes and administrative processes. For the exporters (predominantly the United States, Australia and the UK), the rewards are monetary through increased fee income and an international presence; for the importers (predominantly Asia and the Middle East), transnational education offers higher education to places where demand outstrips supply, providing widened access to both education and qualifications that have currency in a globalised workplace. The importer countries are seeking to benefit from the exporter countries expertise.

19 Political positions with respect to TNE (Ziguras and McBurnie, 2014) 1. Liberal commitments to free trade in education by limiting state-imposed restrictions on the cross-border activities of students and institutions. 2. Commitments to protect the vulnerable from the negative consequences of educational mobility, such as brain drain, increasing inequality of access, and exploitation of students 3. Commitment to encourage governments to play an active role in regulating cross-border mobility in order to assist in social and economic development.

20 TNE heterogeneous component of internationalization of HE Major challenges: 1.Lack of consistency in interpretation of and data with respect to TNE. 2.Ensuring that TNE programmes are of a high quality and that qualifications are recognised by employers and the wider education sector. 3.The challenge for the sending country/heis is to understand the local operating environment and the various approaches adopted by host countries to facilitate and manage TNE. 4.The challenge for the host country/heis is to understand what they want to achieve from TNE and how to maximise the benefits that it offers. In practice, host country environments and objectives differ markedly across countries.

21 3. Stakeholders EAIE / TNE stakeholders can be categorised into: 1. Academic partners as providers 2. Faculty and staff engaged in delivery (potentially across different institutions) 3. Students and their families as consumers 4. Government as enablers and regulators 5. Employers and the community as beneficiaries 6. Local institutions as potential competitors and collaborators British Council / TNE stakeholders include: 1. Government officials and policy analysts 2. Enrolled students, alumni, faculty members involved in designing and managing TNE programmes 3. Senior leaders of host institutions 4. Industry representatives and employers of TNE graduates

22 Sending countries 1. United Kingdom ( /BC): 1,395 TNE programmes, plus 73 overseas campuses ; 454,473 TNE students enrolled (excl DL) Top partners for TNE programmes: Malaysia, Singapore, Pakistan, China, and Hong Kong 2. Australia ( /AEI) 394 TNE programs with 140 local HEIs ; 80,458 off-shore students enrolled (excl. DL) Top partners for TNE programmes: China, Singapore, Malaysia, Vietnam and Hong Kong 3. Germany (2012/DAAD) 200 Double degrees, two IBCs (Singapore and China) and six German backed universities (Egypt, Jordan, Oman, Vietnam, Kazakhstan and Turkey); estimate of 20,000 TNE students enrolled (excl. joint degrees) Top partners for TNE programmes: US, China, Russia, Canada and South Korea 4. USA (no data)

23 Host countries 1. China (2013/Ministry of Education): 730 co-operative education programmes and 55 co-operative education institutions Top partners for TNE programmes: UK, USA, Russia, Australia and Canada 2. Malaysia (2012/MQA) 563 accredited foreign programmes and 8 IBCs Top partners for TNE programmes: UK, Australia and USA 3. Thailand (2011/Higher Education Commission) 128 collaborative degree programmes Top partners for TNE programmes: China, USA, Germany, Australia and Canada 4. Vietnam (2011/Ministry of Education and Training) 179 TNE programmes Top partners for TNE programmes: France, Australia, UK, USA and Taiwan

24 4. Norway and TNE Economic ( and other) profit rationale / Lack of capacity Norwegian policy issues include: 1.Recognition of TNE qualifications of foreign students 2.Recognition of foreign TNE qualifications of Norwegian students 3.Involvement of Norwegian academics/teachers 4.Norwegian IBCs in partner countries 5.Norway backed foreign universities 6.Foreign IBCs in Norway 7.Regulations and quality assurance wrt franchising/twinning, articulation, validation agreements

25 Norway and TNE (cont.) Academic cooperation rationale Norwegian policy issues include: 1.Covering administrative and academic costs 2.Creating trust 3.Preventing isolation of enrolled students in participating HEIs 4.Quality versus technical demands 5.Recognition of degrees by employers 6.Adequate administrative support structures

26 Norway and TNE (cont.) Use of new technologies Norwegian policy issues wrt foreign technology-based TNE include: 1.Language 2.Costs 3.Quality 4.Recognition 5.Access

27 5. Conclusions / general 1.TNE concerns cross-border HE, but lack of international agreement on what is in- and excluded. 2.Fundamental lack of data on TNE 3. Commercial form of TNE potential threat against quality, accessibility, and principle of non-profitability of higher education. Need for stronger and clearer regulatory frameworks.

28 Conclusions / general (cont.) 4.Academic form of TNE great potential when partner institutions offer complementary areas of specialization. At the same time, many double/joint degree programmes characterized by high costs (threat to continuity and sustainability). 5.Use of new technology growth area in TNE. At the same time many uncertainties about attractiveness of online programmes and courses, incl. MOOCs, for traditional and non-traditional student groups. In addition, uncertainty about global potential of online education, aot as a result of language preferences (esp. of non-traditional students). Finally, also financial foundation for online education a challenge for massive online education.

29 Conclusions / Norway and TNE 1. Economic form of TNE of limited interest and relevance to Norway. Still, need for strong and clear regulatory frameworks, quality assessment and a grip on the commercial (for-profit) component. 2.Academic form of TNE emphasized as strategically important for Norway (by KD and institutions). However, only feasible and sustainable beyond a marginal level with additional institutional funding (tuition fees?) and student scholarships. 3.Also in Norway growing focus on and interest in use of new technology / online education in HE. However, potential for Norway as export country in new technology based TNE limited aot because of language and lack of capacity; low level of interest in developing and supporting new technology based TNE as important Norwegian export industry (compare Australia)

30 Conclusions / Norway and TNE Overall: TNE is growth area in internationalization of HE and has innovative potential also for Norwegian HEIs. However, chance of Norway becoming a major player almost zero. At the same time, globally TNE currently rather chaotic with many definitions, lack of consistency, and a number of players who want to change the rules of the HE game. Important for Norway not to be carried away, and to create a firm and effective regulatory framework, as well as a sound support structure for TNE.

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