Abstract
Background: Exports of entire educational programs from countries with established universities to other countries are increasing rapidly. Scant literature exists on education exports and related educational and pedagogical knowledge transfer. Evidence in this area helps us to develop better and more cost-effective future export programs, render knowledge transfer more efficiently and enhance intercultural learning in general—all important in the current globalized world. Aim: To share the experiences and lessons learned during the educational export project of two Bachelor of Science programs in health sciences from a Danish university to a newly established Saudi Arabian university. Methods: There were two contract periods: one of 4.5 years and another 1-year extension. An accredited program from Denmark was exported with the goal of gradually transferring the knowledge of the exporting staff to the local staff. Teams of one senior and two juniors traveled from the exporting university to the receiving university to deliver courses lasting 4 weeks each. Implicit knowledge comes from the personal experiences of the authors in the preparation, collaboration, administration, management and teaching of the two BSc programs. Explicit, written data come from the evaluation reports, for which 24 students and 31 staff members were interviewed, and from a review of document filing and administrative course material. Analysis was conducted based on the Neville and Warren theory of knowledge transfer in educational settings and using SWOT analysis. Analysis and Conclusion: Opportunities for knowledge transfer were not fully implemented; however, during the contract years, exchange and collaboration between the staff groups increased. The successful and well-received education export with sustainable knowledge transfer requires thorough and collaborative preparation and needs-based implementation. Learning to know each other’s working culture and creating mutual trust and acceptance take time and readiness to exchange expectations, views and experiences on equal footing.
Highlights
Exports of entire educational programs from countries with established universities to other countries are increasing rapidly
Scant literature exists on education exports and related educational and pedagogical knowledge transfer
Aim: To share the experiences and lessons learned during the educational export project of two Bachelor of Science programs in health sciences from a Danish university to a newly established Saudi Arabian university
Summary
Exports of entire educational programs from countries with established universities to other countries are increasing rapidly. Education export has been defined as including “all business activities based on education; the educational system, transfer of knowledge that creates products or services that a foreign party pays for” (Ministry of Education and Culture, 2017) Students traveling to another country must adjust to the foreign culture, social environment, manners of teaching and learning and working traditions. To collaborate, the exporting teaching staff must adjust to local university regulations, codes of conduct and work ethics; be accepted; and learn the manners, expectations and motivations of the local staff and students. All of this comes in addition to their own adjustment to the local culture and social environment. The exporting staff members may have to set aside or postpone their job tasks at home for longer periods and in many cases, be separated from their families
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