Trends and Future Scenarios in Programme and Institution Mobility across Borders

McBurnie, Grant; Ziguras, Christopher

doi:10.1787/9789264075375-5-en

Cited by 26 publications

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“…TNE involves students remaining in their home country while studying at a foreign university (McBurnie and Ziguras, 2009). This form of higher education involves a myriad of delivery channels, from distance-learning to a full international branch campus (IBC), embracing 'any Higher Education Policy, 2014, DOI:10.1057/hep.2014.17 (this version pre-print / pre-refereeing) 4 teaching or learning activity in which the students are in a different country (the host country) to that in which the institution providing the education is based (the home country).…”

Section: What Is Transnational Education?mentioning

confidence: 99%

Towards a New Framework for Analysing Transnational Education

Healey

Michael

2014

High Educ Policy

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The well-documented growth of international student mobility has been paralleled by the emergence of so-called 'transnational education' (TNE), in which universities deliver their educational services to foreign students in their own countries, rather than the students travelling to the foreign university to study. While universities have engaged in limited TNE for decades, using a variety of channels from traditional distance-learning to partnershipbased models in which a third party delivers a franchised or validated programme, TNE has expanded significantly over the last 15 years. This paper investigates the increasingly complexity and multidimensionality of TNE partnerships, developing a new three-spectrum framework for classifying this activity. It argues that this new framework provides a more tractable way of classifying and understanding the 'new internationalisation' of higher education.

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Section: What Is Transnational Education?mentioning

confidence: 99%

Towards a New Framework for Analysing Transnational Education

Healey

Michael

2014

High Educ Policy

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“…Programme mobility, which encompasses distance learning, generally completed by face-to-face education in local partner institutions, is the second most common. The relationships between the foreign and local institutions may result in a variety of arrangements ranging from development aid to market contracts (Vincent- presence (McBurnie & Ziguras, 2009). This form of internationalisation has evolved differently depending on various aspects of national higher education systems, socio-economic contexts, as well as strategies and rationales for the internationalisation of both home and host countries.…”

Section: Introductionmentioning

confidence: 99%

Internationalisation of higher education

Coelen¹

2010

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AcknowledgementsI would like to express my sincere thanks to Stine Haakonsson for her guidance and comments on my thesis. Her questions had made our meetings very fruitful discussions and her suggestions prompted new ways of thinking. She also showed a great interest in my project, which is very encouraging for me in pursuing my academic endeavour.When I first arrived in Denmark to study I did not think that I was taking part in the internationalisation of higher education. Writing this thesis gave me the opportunity to gain deeper understanding of this global social phenomenon, which happens in my universities in ? ................................................................................20 2.3 Cross-border higher education and the General Agreement on Trade in Services (GATS) and (TRIPS GATS and TRIPS ..........................................................29 2.3.5 Controversial views on theoretical premises of WTO/ GATS ....................................31 2.3.6 Free trade, War and Peace ......................................................................................32 Que Anh Dang, MSc Thesis, 2011. Quality...........................................................................................60 Rationale 4: Developmental goals .....................................................................................61 Rationale 5: Mutual understanding: Political and cultural exchange ..................................64 Chapter 5 SummaryThe last decade has seen internationalisation of companies pervasive in the business world as well as internationalisation of universities in the academic world. The noticeable changes that affect higher education in Asia are: 1) expansion has driven the growth of the private sector in higher education, including international programmes and foreign campuses, 2) vast number of students from Asia goes to study abroad, mostly in developed countries, 3) for various reasons there is a desire in many Asian countries to build "world class" universities to compete with the best academic institutions worldwide, 4) students and teachers are increasingly required to use English for study, research and teaching.Asian countries adopted different strategies to cope with these challenges.Internationalisation of higher education with the establishment of foreign university campus onshore is gaining importance. Chinese and Vietnamese higher education systems are two typical examples of this transformation, although the differences between the two countries are as great as the similarities.Cross-border university campus is a relatively new area of research, many characteristics and models of this form of education export are unexplored. Therefore, this thesis explores the internationalisation of higher education with particular focus on cross-border education in the form of foreign university campuses in China and Vietnam.The thesis addresses three main questions: • Both countries have many reasons to engage in internationalisation of their higher educati...

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“…Despite differences in their perspectives and expectations, stakeholders at both the home and host locations are concerned with reputation and quality (Altbach & Knight, 2007;Chee et al, 2016). Those who invest in IBCs demand high quality, accessible global higher education options that fulfill regulatory and assessment standards and meet public perceptions and expectations (McBurnie & Ziguras, 2009). IBCs are expected to deliver high quality options in the host location and HEIs in the home country often expect that the IBC will enhance their reputation in the global marketplace (Lane, 2011b).…”

Section: International Branch Campusesmentioning

confidence: 99%

“…However, as higher education programs and institutions have ventured across borders, processes, systems, and measures of quality assurance have changed (McBurnie & Ziguras, 2009;Naidoo, 2009;Wilkins, 2010).…”

Section: International Branch Campusesmentioning

confidence: 99%

“…In addition, HEIs and IBCs worldwide are increasingly preoccupied with competitiveness, global branding, and ranking systems which has led to increasing reliance on world rankings as a global measure of quality (Hazelkorn, 2015;Knight, 2013;MCBurnie & Ziguras, 2009;Wildavsky, 2012). As a result the criteria and mechanisms for assessing quality for IBCs are being influenced by stakeholders at the home university, the local partner, home and host country governments, and national and global accreditation and professional bodies.…”

Section: International Branch Campusesmentioning

confidence: 99%

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Stakeholder influence on branding strategy at an international branch campus

Ellison¹

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The number of international branch campuses (IBCs) has grown exponentially in recent years and higher education institutions are investing significant resources in them. IBCs are complex organizations, operating in a competitive environment that is simultaneously local and global, in an industry where reputation and brand are paramount. This single-site case study, conducted at an established IBC located in Eastern Europe operated by a private U.S. university, investigated how stakeholders were engaged in and influenced a specific strategy to more closely align the brand of a maturing IBC with that of the home university. Data was collected through in-depth interviews, observations, and document review, and the researcher used the Stakeholder-brand Keywords: international branch campus, stakeholder influence in higher education, branding in higher education, cross-border education, international higher education 3 Acknowledgements

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Trends and Future Scenarios in Programme and Institution Mobility across Borders

Cited by 26 publications

References 0 publications

Towards a New Framework for Analysing Transnational Education

Towards a New Framework for Analysing Transnational Education

Internationalisation of higher education

Stakeholder influence on branding strategy at an international branch campus

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