The end of transnational education? The view from the UK

Healey, N

doi:10.1080/13603108.2019.1631227

Cited by 22 publications

(13 citation statements)

References 41 publications

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“…In essence, therefore, some of the challenges already identified as affecting other UK institutions working on TNE partnerships in China, such as low numbers progressing to study in the UK and changes to regulatory demands (QAA, 2013), were instrumental in bringing the partnership to an end. Our programme is not unusual in this, and many TNE projects are being withdrawn due to growing scepticism about the net economic benefits of TNE and the sustainability of TNE models (see Healey, 2019 for a review). Although it has recently been suggested that UK involvement in TNE may be about to enter a period of decline Healey (2020) the continued importance of TNE to UK providers is reflected by the recent creation of a UK-wide system of quality enhancement for TNE provision, based on consultation with UK Higher Education institutions (QAA, 2020).…”

Section: Discussionmentioning

confidence: 99%

Student and staff expectations and experiences of a UK–China Transnational Education collaboration

Rowley

Skipper

2020

JARHE

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PurposeThis study reports the results of a survey of teaching staff in the UK and China and two cohorts of Chinese students. We explored perceptions of a Transnational Education (TNE) course taught by UK teachers at a Chinese university to ascertain similarities and differences in perceptions and to help inform future TNE design and provision.Design/methodology/approachTeachers in the UK (N = 10) and Chinese University (N = 20) and two cohorts of Chinese students (N = 102) completed questionnaires about their perceptions of the collaboration, including why they thought the university had developed the course and the benefits and risks of the course. They were also asked why they personally or why they thought the students had enrolled in the course. Questions were a mix of forced choice and open response formats.FindingsPrior to the course commencing, differences were identified between UK and Chinese teachers in their perception of the risks and benefits of the course and the challenges students might face. Differences were also seen in teachers' and students' views about why students enrolled and their expectations about the course. The TNE is no longer running and many of the reasons for this were identified by our participants before the course had begun.Originality/valueThis suggests the importance of engaging with various stakeholders in the setup of TNE to ensure a close match between staff, student and institutional expectations of the course. This is likely to increase the likelihood of success of such programmes.

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Section: Discussionmentioning

confidence: 99%

Student and staff expectations and experiences of a UK–China Transnational Education collaboration

Rowley

Skipper

2020

JARHE

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“…Mauritius) or project soft power (e.g. Qatar) (Healey, 2020). To realise their ambitions to become education hubs, governments have had to encourage inward international provider and programme mobility.…”

Section: International Branch Campus Developmentmentioning

confidence: 99%

Two decades of international branch campus development, 2000–2020: a review

Wilkins¹

2021

IJEM

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PurposeThe research aims to assess the achievements and challenges of international branch campuses (IBCs) to date and to consider how IBC development may progress in the future.Design/methodology/approachThe article presents a review of the scholarly and grey literatures on IBCs. The commentary and discussion is structured around the objectives, perspectives and experiences of three key stakeholder groups, namely the institutions that own IBCs, students and host countries.FindingsSome IBCs have failed to achieve their student recruitment and financial targets, while others have been successful, often expanding and moving into new, larger, purpose-built campuses. In the last few years, several countries have announced their intention to become a transnational education hub, or at least to allow the establishment of IBCs. It may be reasonable to assume that when there is demand for a product, supply will eventually follow. IBCs will survive and prosper as long as they provide benefits to each of their main stakeholder groups (i.e. students, institutions and governments), and as long as the local demand for higher education places exceeds the total supply.Originality/valueThe article provides a comprehensive and up-to-date review of IBC developments and research during the period 2000–2020. The findings and conclusions will be of interest to both researchers and practitioners.

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“…Such concerns are consistent with international analysis which notes the challenges involved in ‘working with foreign partners that have very different motivations, usually short-term profit maximisation. It means operating in an alien environment, where the host country’s legislation, business practices, political systems and social culture (including religion) are very different, overlaid by the challenges of working in a foreign language’ (Healey, 2020:7).…”

Section: Insights From An Australian Case Studymentioning

confidence: 99%

“…Course delivery occurs in a manner comparable to the institution’s ‘home’ campuses, and often involves an increased proportion of teaching at an international campus (McBurnie and Ziguras, 2006:26). During the 1990s, IBCs were positively perceived as they appeared ‘to give the home university more control over academic quality than a licensing arrangement’ (Healey, 2020). For many universities, IBCs have become progressively less desirable as a TNE model due to the substantial financial investment required, and a potential for ‘the academic goals of the university’ to clash with the more ‘overtly commercial objectives of its joint venture partner’ (Healey, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…During the 1990s, IBCs were positively perceived as they appeared ‘to give the home university more control over academic quality than a licensing arrangement’ (Healey, 2020). For many universities, IBCs have become progressively less desirable as a TNE model due to the substantial financial investment required, and a potential for ‘the academic goals of the university’ to clash with the more ‘overtly commercial objectives of its joint venture partner’ (Healey, 2020). Several institutions have determined that IBCs are financially burdensome, highlighted by the 10 percent of all branch campuses subsequently ceasing operations (Wilkins and Juusola, 2018:72).…”

Section: Introductionmentioning

confidence: 99%

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Transnational education provision in a time of disruption: Perspectives from Australia

Yencken

Croucher

Elliott

et al. 2021

International Journal of Chinese Education

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As the scale and scope of transnational education (TNE) has broadened, and the range of delivery models and partnerships has continued to expand, so too have the challenges. Universities offering courses outside their own country face a growing range of legal, practical and political challenges. The significant disruption during 2020–2021 coming from the global coronavirus pandemic, and it’s effect on the provision of higher education in most countries, has further amplified many of these challenges, raising questions about what the future might hold for TNE, including in China. This article aims to establish the major enablers and challenges for TNE provision. It utilises an investigation into Australian TNE providers immediately prior to the COVID-19 pandemic as a means to analyse these factors. As a major provider of TNE, including in China and other Asian countries, Australia provides a useful example of how TNE partnerships are being facilitated, for better and worse. In particular, the article establishes that tailored and often market-specific collaborations offer the best chance of a successful partnership. The study also provides an important basis for considering how TNE will function as a key component of the ongoing response of the higher education sector to the pandemic.

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The end of transnational education? The view from the UK

Cited by 22 publications

References 41 publications

Student and staff expectations and experiences of a UK–China Transnational Education collaboration

Student and staff expectations and experiences of a UK–China Transnational Education collaboration

Two decades of international branch campus development, 2000–2020: a review

Transnational education provision in a time of disruption: Perspectives from Australia

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