Abstract
Given the critical role of public policy in TNE arrangements of countries, and the fact that TNE partnerships are growing steadily in the Ghanaian tertiary education sector, a robust and resilient public policy environment is imperative. However, the public policy environment of TNE partnerships in the tertiary education sector in Ghana is unexamined by any scientific study to guide decision on TNE partnerships in Ghanaian tertiary education institutions (TEIs). Against this backdrop, this chapter examines the level of influence of public policy frameworks on TNE partnerships in TEIs in Ghana to ignite a national discourse on TNE regulation. A multiphase mixed-method research design, informed by exploratory and explanatory sequential designs was adopted for the study. The findings reveal that TNE partnerships are an emerging concept in the Ghanaian tertiary education system with less than 20% of the over 200 TEIs engaged in TNE partnerships. More importantly, the findings indicate that the policy environment of TNE partnerships of TEIs in Ghana is not sufficiently robust because no tailor-made policy regulatory frameworks exist to regulate TNE partnerships in TEIs. To this end, the study concludes that the existing policy regulatory frameworks for the Ghanaian tertiary education system are incapable of helping the country maximise the full benefits of TNE partnerships by ensuring win-win situations for TEIs engaged in TNE partnerships. In view of this, the study recommends that the government should develop a tailor-made policy framework for regulating TNE partnerships in Ghanaian TEIs.
Highlights
Governments have come to recognise the wealth of benefits available from international engagements, and the importance of national support for this, if their tertiary education sectors are to be successful
The first of the two research questions mapped the existence of transnational education (TNE) partnerships and policy frameworks in the Ghanaian tertiary education system
The finding to the first research question indicates that the only policy and/or regulatory framework that appears to have some influence on TNE partnerships of tertiary education institutions (TEIs) in Ghana is the policy and/or law that established the National Accreditation Board (i.e. PNDC Law 317 of 1993/Act 744 of 2007)
Summary
Governments have come to recognise the wealth of benefits available from international engagements, and the importance of national support for this, if their tertiary education sectors are to be successful. In pursuance of this important goal of international education, many universities across the globe have resorted to pursuing new modes of international engagement, including online delivery and engagement in a proliferation of partnerships for offshore programme delivery, whilst at the same time, transnational education (TNE) has come to assume increasing importance as an Higher Education - New Approaches to Globalization, Digitalization, and Accreditation international education delivery strategy [1]. A policy might be a law, or a regulation, or a set of all laws and regulations that govern a particular issue area or problem [7]
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