Outsourcing university degrees: implications for quality control

Edwards, Julie; Crosling, Glenda; Edwards, Ronald W

doi:10.1080/13600801003743539

Cited by 28 publications

(31 citation statements)

References 6 publications

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“…TNE encounters challenges to uphold the education exporting institution's reputation (Edwards et al, 2010) in transnational market. 'In order for TNE to be fully understood…further work is required on…gathering perspectives from a variety of stakeholders ' (British Council, 2013, p. 51).…”

Section: Transnational Education Stakeholders Stakeholder Causal Scomentioning

confidence: 99%

Capacity building for transnationalisation of higher education

Shams

Hasan

2020

EBR

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This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.) | P a g eCapacity building for transnationalisation of higher education: Knowledge management for organisational efficacy Abstract PurposeTransnationalism and transnational concept are extensively researched in many social science areas; however, transnational management and transnational marketing is relatively a less explored research domain. Also, knowledge management for transnational education (TNE) marketing is not well-researched. Capacity building is an established research-stream, with a key focus on socio-economic and ecological development; however, prior research on capacity building from the context of TNE's knowledge management and marketing is scarce. This study is the first of its kind to analyse TNE marketing mix, in order to understand the influence of transnational stakeholders' causal scope(s) on knowledge management in TNE to uphold their transnatioalisation processes through capacity building in TNEs' marketing management. Design/methodology/approachAn inductive constructivist method is followed. FindingsOrganisational learning from the context of transnational market and socio-economic competitive factors, based on analysing the transnational stakeholders' causal scope(s) is imperative for proactive knowledge management capacity in TNE marketing. Following the analysis of transnational stakeholders' causal scope(s) to learn about the cause and consequence of the transnational stakeholders' relationships and interactions, an initial conceptual framework of knowledge management for TNE marketing is proposed. Practical insights from different TNE markets is developed in support of this novel knowledge management capacity building framework of TNE, and its generalisation perspectives and future research areas are discussed. Practical implicationsThese insights will be useful for TNE administrators to better align their knowledge management perspectives and propositions with their transnational stakeholders to underpin TNE marketing. Academics will be able to use these insights as a basis for future research. Originality/valueThis study proposes a novel conceptual stakeholder-centred capacity building framework for TNE's knowledge management to uphold TNE marketing, and supports the framework, based on practical insights from three different transnational markets.

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Section: Transnational Education Stakeholders Stakeholder Causal Scomentioning

confidence: 99%

Capacity building for transnationalisation of higher education

Shams

Hasan

2020

EBR

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“…Together with managing staff in IBCs, the management of academic quality at IBCs is the other most widely researched area (e.g. Hodson and Thomas, 2001;Coleman, 2003;Castle and Kelly, 2004;Craft, 2004;Cheung, 2006;Stella, 2006;Blackmur, 2007;Edwards et al, 2010;Lim, 2010;Smith, 2010). This is because a key challenge for universities, regulators and policy makers with transnational education is quality assurance (Martin, 2007).…”

Section: Managing Academic Quality In An International Branch Campusmentioning

confidence: 99%

Managing International Branch Campuses: What Do We Know?

Healey

2015

Higher Education Quarterly

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Over the last decade, the growth of the international branch campus (IBC) has been one of the most striking developments in the internationalisation of higher education. There are now over 200 IBCs across the world, mostly in the Middle East and East and South‐east Asia. Despite the growing numbers of IBCs and the considerable financial and reputational risk they pose to their home universities, relatively little is known about the challenges of managing these foreign outposts. This paper reviews the growing, but still fragmented, literature in this increasingly important sector of higher education. It finds that managers of IBCs are faced with a range of challenges, which primarily stem from dealing with key stakeholder groups: students, staff, home and host country quality regulators, the home university and the host government, as well as the IBC's local joint venture partners. It concludes that further work is required to better understand the factors which influence and constrain IBC managers in balancing the competing interests of stakeholders.

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“…Although the sub-degree education provided by self-financing institutes may be more cost-efficient than that of the publicly-funded institutes, upholding its quality should be a concern for both the community and the government -all subdegree education, whoever the service provider, should be a sound investment in human capital so as to enhance Hong Kong's competitive edge in facing the challenges in its sustainable development. In a study of out-sourcing university degrees, Edwards, Crosling, and Edwards (2010) conclude that universities need to monitor the contracts and their implementation very carefully and systematic moderation of courses is required to ensure high standards of education. The expansion of post-secondary education through giving a green light to the private sector can be more or less regarded as out-sourcing it to private service providers.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

The quality of Hong Kong's self-financing sub-degree education from an economic perspective

Chan

2012

Journal of Higher Education Policy and Management

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This paper examines the quality of Hong Kong's sub-degree level education provided by the self-financing institutes in terms of its impact on the earnings of workers, based on Hong Kong's 2006 by-census data. Education is an investment in human capital that enhances the productivity of workers and increases their lifetime incomes; and a more productive investment will produce a higher rate of return. The effects of education on workers' earnings can be regarded as a proxy for measuring the quality of education undertaken. This study shows that, as regards earnings, and therefore (indirectly) quality, the quality of sub-degree level education provided by some self-financing institutes is statistically significantly lower than that provided by publicly-funded institutes.

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Outsourcing university degrees: implications for quality control

Cited by 28 publications

References 6 publications

Capacity building for transnationalisation of higher education

Capacity building for transnationalisation of higher education

Managing International Branch Campuses: What Do We Know?

The quality of Hong Kong's self-financing sub-degree education from an economic perspective

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