Bridging the gap: research and practice in transnational education (original) (raw)

Universities and international higher education partnerships: making a difference

2009

1. This report presents the findings of an important project commissioned by Million+. For the first time, data and information have been systematically collected on the range of international institutional partnerships in which the 28 universities which subscribe to Million+ are engaged; available evidence was also sought on the educational and economic impact of such partnerships. The study also examined the barriers and enablers that supported or inhibited the development and sustainability of such international partnerships, based on the practical experiences of institutions and the perceptions of policy makers in government departments and policy agencies. In addition, the findings from the UK were informed by a brief comparative analysis of the strategies for supporting the internationalisation of higher education in Australia and the USA.

Design and Management of Higher Education Trans-National Education (TNE) Provision: Ten Lessons from an Action Research Project

˜The œjournal of academic development and education, 2017

The purpose of this paper is to provide insight for the design and management of university Trans-National Education (TNE) provision. The guidance is experientially based and generated from an action research study utilising empirical survey findings relating to a long-standing TNE programme involving a UK university and a Chinese partner university. The paper identifies a number of lessons for TNE provision but especially important are the need to form a strong relationship with the partner institution, acculturate the students from the start of the programme and the key role of the formal induction programme once they arrive in the UK. The findings of this study should constitute lessons for senior managers and course managers involved in designing and managing TNE programmes at UK universities. The main limitation of the study is its focus on just one TNE programme and, hence the generalisability of the findings, but it does make an original contribution to knowledge in terms of the successful operation of a TNE programme.

The scale and scope of UK higher education transnational education

2016

This report presents the findings of research into the scale and scope of UK outgoing higher education transnational education (UK HE TNE). The report is based on a detailed survey of all UK HE providers delivering TNE in 2014/15. Responses account for two thirds of TNE students, and two thirds of those providers with significant volumes of TNE students reported to the HESA Aggregate Offshore Return (AOR). The report looks at both programme and student numbers, and takes into account a wide range of particular data issues related to the overall TNE population, particularly the influence of very large providers. The survey and associated case studies show that there is great diversity to delivery models, partnerships, strategic approaches and characteristics in UK outgoing HE TNE. There is ‘no one size fits all’ as far as TNE programmes are concerned.

From transnational to multinational education: emerging trends in international higher education

2014

Transnational, or cross-border, education is attracting increasing interest, as universities extend their reach across borders to open up huge new markets. Based on analysis of case students of transnational partnerships, this paper argues that the current definition of transnational education, namely that the degree-awarding university is in a different country from the students being educated, fails to do justice to the multidimensional nature of contemporary transnational partnerships. It argues that the location of the degree-awarding body is, increasingly, of peripheral interest. Of much greater interest is the multinational nature of transnational providers’ stakeholders – the owners, managers, staff, students and regulatory and accrediting bodies. It concludes that it is time to retitle the leading edge in the internationalisation of higher education as ‘multinational education’.

The Globalisation of Higher Education: Developing Internationalised Education Research and Practice

2018

Globalisation of Higher Education—Developing Internationalised Education Research and Practice is a joint initiative of multiple research teams investigating different dimensions of study abroad. This collaboration provided the opportunity to bring together researchers and practitioners working in the area of university internationalisation: Through this book, we are able to share their stories and best practices as inspiration, cautionary tales, and programme models. As editors, we are humbled by the support and enthusiasm all the authors have shown. In 2014, the Australian government initiated the New Colombo Program, which would see 17,500 students undertake a study abroad experience as part of their tertiary education. Implementing this policy placed increased focus on this important area of tertiary education, an area with which each of the editors has been involved through designing, implementing, facilitating, and researching international student mobility. Whilst most of us in the sector are excited about the prospect of more funding being provided to encourage study abroad, the authors were aware that to meet the government’s targets for students would require many more staff to begin a journey with study abroad and international education. The lack of resources supporting outbound mobility meant that many of these new programmes might be developed without the knowledge and resources left by pioneers in the field; hard lessons were likely to be learned through trial and error innumerable times if something was not done.

Internationalising Higher Education

Routledge eBooks, 2007

This is one of a series of strategic frameworks led by Higher Education Academy (HEA). It provides a structure to inspire and assist in the process of internationalising higher education (HE), with the aim of preparing graduates to live in and contribute responsibly to a globally interconnected society. HEA believes all students studying United Kingdom (UK) programmes across the world should experience a high quality, equitable and global learning experience. The framework offers a common point of reference to shape policy, practice and partnerships. It was developed in collaboration with the UK HE sector but is likely to have relevance for HE systems throughout the world.