Global Trends in Transnational Education

Bannier, Betsy J.

doi:10.7763/ijiet.2016.v6.663

Cited by 53 publications

(46 citation statements)

References 18 publications

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“…They highlight the role that high-income countries should play in recognizing the needs of low- and middle-income countries, supporting them to develop education systems that meet local needs. This echoes the points raised by Bannier (2016). She promotes the potential for transnational education programs to assist developing nations in building intellectual infrastructure and highlights the need for culturally sensitive resources.…”

Section: Discussionmentioning

confidence: 81%

Increasing nursing capacity in genomics: Overview of existing global genomics resources

Calzone

Kirk

Tonkin

et al. 2018

Nurse Education Today

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Background: Global genomic literacy of all health professions, including nurses, remains low despite an inundation of genomic information with established clinical and analytic validity and clinical utility. Genomic literacy and competency deficits contribute to lost opportunities to take advantage of the benefits that genomic information provides to improve health outcomes, reduce healthcare costs, and increase patient quality and safety. Nurses are essential to the integration of genomics into healthcare. The greatest challenges to realizing their potential in successful integration include education and awareness. Identification of resources, their focus, whether they targeted at nursing, and how to access them, form the foundation for a global genomic resource initiative led by the Global Genomics Nursing Alliance. Objectives: The aim was to identify existing global genomic resources and competencies, identifying the source, type and accessibility. Design: Cross sectional online descriptive survey to ascertain existing genomic resources. Settings: Limited to eighteen countries and seven organizations represented by delegates attending the inaugural meeting in 2017 of the Global Genomics Nursing Alliance. Participants: A purposive sample of global nursing leaders and representatives of national and international nursing organizations. Methods: The primary method was by online survey administered following an orientation webinar. Given the small numbers of nurse leaders in genomics within our sample (and indeed within the world), results were analyzed and presented descriptively. Those identifying resources provided further detailed resource information. Additional data were collected during a face-to-face meeting using an electronic audience-response system. Results: Of the twenty-three global delegates responding, 9 identified existing genomic resources that could be used for academic or continuing genomics education. Three countries have competence frameworks to guide learning and 5 countries have national organizations for genetics nurses. Conclusions: The genomic resources that already exist are not readily accessible or discoverable to the international nursing community and as such are underutilized.

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Section: Discussionmentioning

confidence: 81%

Increasing nursing capacity in genomics: Overview of existing global genomics resources

Calzone

Kirk

Tonkin

et al. 2018

Nurse Education Today

View full text Add to dashboard Cite

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“…The incentive for students to enroll in transnational programs are generally based on greater employment prospects with students gaining a perceived better international outlook and multicultural experience compared to local non-TNE students [3,4] Transnational education is not a risk free business opportunity for universities. For example, they need to deal with cultural, government, enrolment, establishment and operation risks [5,6]. Additionally, universities need to consider how quality will be controlled with the satellite campus being located at a distance from the main campus.…”

Section: Introductionmentioning

confidence: 99%

Facilitating student and staff engagement across multiple offshore campuses for transnational education using an immersive video augmented learning platform

Nikolic

2016

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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Opportunities in transnational education have been growing across the higher education sector. The incentive for institutions to explore opening offshore satellite campuses includes access to more students and building the institutions reputation across the globe. A number of risks are also associated with transnational education, especially in terms of quality. It is important that students across all campuses receive the same high standard of education. That is, students at offshore campuses should not be placed at a disadvantage compared to students studying at the institutions main campus. This paper explores the possibility of providing students from offshore campuses better access to teaching staff from the institutions main campus. An immersive video augmented platform called iSee is used to simultaneously connect students from Singapore and Malaysia with teaching staff in Wollongong. The students undertook an exam revision session using video avatars in a virtual lecture theatre. The pilot showcased the opportunities of implementing this technology to improve student engagement and reduce academic workload. It also reinforced the need for more research in the transnational education field to ensure the same graduate outcomes are being achieved across campuses. Abstract-Opportunities in transnational education have been growing across the higher education sector. The incentive for institutions to explore opening offshore satellite campuses includes access to more students and building the institutions reputation across the globe. A number of risks are also associated with transnational education, especially in terms of quality. It is important that students across all campuses receive the same high standard of education. That is, students at offshore campuses should not be placed at a disadvantage compared to students studying at the institutions main campus. This paper explores the possibility of providing students from offshore campuses better access to teaching staff from the institutions main campus. An immersive video augmented platform called iSee is used to simultaneously connect students from Singapore and Malaysia with teaching staff in Wollongong. The students undertook an exam revision session using video avatars in a virtual lecture theatre. The pilot showcased the opportunities of implementing this technology to improve student engagement and reduce academic workload. It also reinforced the need for more research in the transnational education field to ensure the same graduate outcomes are being achieved across campuses.

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“…Las normas y reglamentos relativos a la educación como 'bien comercial', especificados en el citado Acuerdo General sobre el Comercio de Servicios (AGCS) de la Organización Mundial del Comercio (OMC), reconocen la educación transnacional como un servicio propio y susceptible del comercio internacional. Por consiguiente, la educación transnacional es un término que en general abarca plataformas educativas, con fines de lucro, basadas en la enseñanza internacional en cuanto está al alcance de traspasar fronteras sin que los campus ni los estudiantes se trasladen físicamente (Bannier, 2016).…”

Section: Internacionalización Vs Educación Transnacionalunclassified

Las redes de colaboración académica como estrategia de internacionalización solidaria. El caso de CUNorte en la Universidad de Guadalajara (México)

Isla

2019

profesorado

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Resumen: Este artículo examina el potencial que supone la creación de redes colaboración académica como estrategia en el proceso de internacionalización en un Centro Regional de la Universidad de Guadalajara: el Centro Universitario del Norte, CUNorte. Después de una introducción a la temática y su posterior contextualización, se analiza qué supone la implementación de las redes de colaboración académica y el proceso de reciprocidad como estrategia de internacionalización solidaria y sus implicaciones en la educación superior en un centro universitario de reciente creación y geográficamente ubicado lejos de la zona metropolitana. Tras una descripción de las características de la institución y de su contexto, se especifica y detalla lo que el centro define como alianzas estratégicas; que, en definitiva, son los acuerdos institucionales con determinadas universidades y países que, de acuerdo con determinadas características, facilitan acciones conjuntas encaminadas a buscar solución a problemas comunes. El estudio de caso concluye con el análisis de un modelo de internacionalización como referencia idónea para este Centro Universitario caracterizado por una especificidad institucional muy determinada. Abstract:This article examines the potential of the creation of academic collaboration networks as a strategy in the process of internationalization in a Regional Center of the University of Guadalajara: the University Center of the North, CUNorte. After an introduction to the subject and its subsequent contextualization, this text shows the effect of the implementation of academic collaboration networks and the process of reciprocity, as a strategy of solidarity internationalization. Also analyses the implications for higher education in a newly created university center and geographically located far from the metropolitan area. Next, it shows a description of the characteristics of the institution and its context, it specifies and details what the center defines as strategic alliances. That is, the institutional agreements with certain universities and countries that, according to certain characteristics, facilitate joint actions aimed at finding a solution to common problems. The case study concludes with the analysis of an internationalization model as an ideal reference for this University Center characterized by a very specific institutional specificity.

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Global Trends in Transnational Education

Cited by 53 publications

References 18 publications

Increasing nursing capacity in genomics: Overview of existing global genomics resources

Increasing nursing capacity in genomics: Overview of existing global genomics resources

Facilitating student and staff engagement across multiple offshore campuses for transnational education using an immersive video augmented learning platform

Las redes de colaboración académica como estrategia de internacionalización solidaria. El caso de CUNorte en la Universidad de Guadalajara (México)

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