Transnational Higher Education Research Articles

Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research

For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance, and pedagogy. While these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and development of TNE partnerships. This gap is particularly evident at the operational phase of TNE partnerships. This conceptual article therefore offers an alternative way in which to research TNE partnerships, in relation to the interactions of faculty members delivering at the operational level. It provides an integrated theoretical framework, comprising of three different theoretical approaches to provide a conceptual tool in which to investigate and evaluate TNE partnership development. The article concludes that by understanding how relationships develop between faculty members tasked with delivering TNE, international partnerships can be significantly strengthened in terms of their progression and value.

The legislative requirements for measuring quality in transnational education: Understanding divergence while maintaining standards

AbstractAustralian universities have been actively engaged in transnational education since the 1990s. The challenges of assuring quality have seen a changing regulatory framework increasingly designed to ensure equivalence of standards wherever a course of study is offered and however it is delivered. Transnational Higher Education has grown significantly and the issues that flow from operating across jurisdictions, cultures and contexts have been addressed primarily by institutions themselves in complying with regulation. This article identifies how the Australian quality agency TEQSA (Tertiary Education Quality and Standards Agency) has revised its Standards Framework to support divergence appropriate to local culture and context, while assuring quality provision across the student life cycle. It concludes that the maturity of the quality agency may not yet reflect the provision of transnational education in practice. The article identifies a need for significant further research so that theory and practice can reflect opportunities to better serve students in a mature quality environment.

Malaysian nurses’ views: Local versus Transnational Higher Education

This paper reports the findings of a study undertaken with Malaysian nurses who studied for a locally provided part-time post-registration top-up Nursing Degree versus those who studied on a Transnational Higher Education (TNHE) programme. Both types of programmes are bridging courses that allow registered nurses to upgrade their Diploma qualifications to Degree level. What is not sufficiently explored in available literature is nurses’ rationales for choosing a local programme over TNHE programme. Using hermeneutic phenomenology, six Malaysian nurses (chosen by snowball sampling method) were interviewed, in English and Bahasa Malaysia (Malaysian language). Thematic analysis was used to analyse data. The structure of the course and taught theory influenced the nurses’ choice to study on a local programme: the deciding factor was the practice component that ensured a theory-practice connection. The findings principally provide insights to TNHE providers and may guide them to enhance their teaching delivery, support and courses.

The Effects of Employee Commitment in Transnational Higher Education: The Case of International Branch Campuses

Higher education is a labor intensive activity and strong organizational performance depends upon employee commitment. This study analyses antecedents and consequences of employee commitment in universities that are involved in transnational higher education, with a focus on identifying differences between the employees at home and foreign branch campuses. The data for the study were obtained using a questionnaire that was completed by both teaching and non-teaching staff at three institutions in the United Kingdom, three institutions in Malaysia, and two institutions in the United Arab Emirates. A conceptual model was proposed and tested using structural equation modeling. The results indicate that employees at international branch campuses are not as motivated and committed to their organizations as their counterparts at home campuses. The findings suggest that institutions need to employ different and customized human resource strategies at home and foreign campuses, specifically with the aim of improving employee commitment and performance at the foreign campuses.

Technology-enhanced learning in transnational higher education.

Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses' frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences.

Equivalent or not?

Purpose The purpose of this paper is to examine issues academics at importing institutions face while delivering Australian degrees in Malaysia. Transnational higher education (TNE) has been widely researched. However, less widely researched is the area of understanding what academics at the offshore locations need to uphold the required academic standards of their partnered exporting universities. This area warrants close attention if Australian and other transnational education universities are to sustain their growth through a partnership model with offshore academics delivering a portion (often a substantial portion) of the teaching. Design/methodology/approach Two focus groups were conducted with a mix of long standing and newly recruited Malaysian lecturers who taught into an Australian degree through a partnership arrangement. The semi-structured questions which were used were derived from a preliminary literature review and previous internal institutional reports. Findings The findings from the focus groups indicate that TNE is largely “Australian-centric” when addressing the standard of academic quality and integrity. The findings pointed not so much to any sustained internationalisation of curriculum or administration or personnel but more as internationalisation as deemed required by the local academic. Originality/value To a greater extent, the findings highlighted that equivalent student outcomes do not necessarily equate to equivalent learning experiences or teaching workload. In fact, the frustration of the interviewees on the tension to fulfil the home institution curriculum and helping students to “comprehend” an Australian-centric curriculum translates to “additional and unrecognised workload” for the interviewees.

Transnational education as an internationalisation strategy: meeting the institutional management challenges

ABSTRACTThe importance of transnational programmes as part of the internationalisation of higher education has grown rapidly in importance in recent years. In this paper, transnational higher education is defined as the delivery of programmes overseas by a parent institution either operating directly or in association with an international partner. Whilst such programmes have been considered from a paedagogic perspective, their impact on institutional management is under-researched. Yet, it is clear that management practice is critical to success or failure. This paper is based on a detailed analysis of institutional audit reports prepared by the Australian Universities Quality Agency in the period 2008–12. The reports are used to identify key issues for institutional management. Building on this analysis, the paper aims to offer a theoretical insight into governance and leadership of transnational programmes and thereby provide practical guidance for strategy formation.

Researching the transnational higher education policy landscape: Exploring network power and dissensus in a globalizing system

This article reviews research on transnational higher education (TNHE) published in academic journals between 2006 and 2014 through the lenses of network power and dissensus. Conclusions suggest the need for more research on the 'entrapping' aspects of global social relations to provide a counterweight to the influence of dominant paradigms. It is argued that research at local-institutional level, harnessing the dissensus of the academic community with the needs and aspirations of students, provides the means to develop global imaginaries and initiate new policy directions that break free of entrapment and address the perverse outcomes of globalized knowledge-based economy models in higher education (HE).

Malaysian nurses' evaluation of transnational higher education courses.

The internationalisation of higher education has led some UK and Australian universities to deliver transnational higher education (TNHE) post-registration top-up nursing degree courses in Malaysia. These are bridging courses that allow registered nurses to upgrade their diploma qualifications to degree level. What is not sufficiently explored in the literature is nurses' evaluation of these courses and the impact of TNHE qualifications. A hermeneutic phenomenology approach was used to explore the views of 18 Malaysian nurses from one Australian and two UK TNHE universities. Semi-structured interviews were conducted to enable the Malaysian nurses to evaluate the courses. Data were analysed by thematic analysis. Findings showed a gap between Malaysian and Western teaching and learning outlook, professional values and clinical practices. The data give important insights at a time when the aim of Malaysia's investment in TNHE courses is to attain a graduate workforce with changed mindsets and enhanced patient care.

Choices of destination for transnational higher education: “pull” factors in an Asia Pacific market

Traditional assumptions favouring native English language countries in transnational higher education (TNHE) overlook experiences of international students in new emerging Asian education hubs. Specifically, there has been limited research relating to international students’ choice for studying in Malaysia. Drawing from the “push-pull” model of factors influencing the movement of international student destination choice, this study identifies determinants of student destination decision for TNHE. While acknowledging perceived qualities and values of individual institutions as important criteria, findings from interviews with students that are currently enrolled at international branch campuses also indicated key influences driven by “pull” factors of country image – attractive features of Malaysia, i.e. comparatively low cost of living, low tuition fees, safe country for living, stable government, modern amenities, proximity in culture and religion and freedom from discrimination – as focal motives in their choice decision. These findings provide implications for policy-makers to deploy their educational resources as well as develop effective promotional and marketing strategies in promoting the local reputation and amenities in order to attract more international students.

The rise of transnational higher education and changing educational governance in China

Purpose– Although the existing literature indicates the strategy of decentralization adopted by the Chinese government has permitted the introduction of transnational higher education (TNHE) into mainland China at its very beginning in the 1980s, relatively little research has been conducted to explore the effects of the ensuing-released policies on the development of TNHE after then, especially at institutional level. The purpose of this paper is to fill this research gap by presenting data/information about recent development of TNHE in China and analyzing teachers’/students’ perceptions of autonomy enjoyed by the newly emerging cooperation type, Sino-foreign cooperation universities.Design/methodology/approach– Based upon the purposive sampling method, we chose University A and B as case studies in this research to ensure the representativeness, since they cooperate separately with the major exporters of TNHE in China. In addition, key informants and snowball sampling were adopted to select our respondents. In total 5 administrative staff and 12 students were interviewed to evaluate their working/ learning experience there. The detailed information about the interviewees are listed as Appendix.Findings– The fieldwork conducted in 2014 and 2015 reveals the governance model toward Sino-foreign cooperation universities could be categorized as predominantly decentralized. Specifically, the authors listed the most obvious aspects showing the different level of autonomy enjoyed by different cooperation types below: the internal administrative structure, the enrollment capacity, the criteria of admission and the quality assurance method.Originality/value– This paper critically explores how local education bureaus regulate these TNHE programs in general and monitor the operation of the overseas university campuses being founded in China in particular. In addition, this paper also reports the field interviews with faculty members and students, particularly their evaluation of working/learning experiences in the field of TNHE. Most important of all, this paper critically reflects upon the changing educational governance and explores what regulatory regime could better conceptualize the changing state-TNHE relations in China.

Transnational higher education and international student mobility: determinants and linkage

Transnational higher education (TNHE) is one of the most important, even if often neglected, aspects in the internationalisation of higher education. TNHE constitutes a strategy for universities to expand recruitment. Nonetheless, it is often argued that TNHE could constitute a way for the countries where it is implemented to retain their students and to become themselves destinations for students from abroad. Numerous questions about TNHE’s potential to substitute traditional international student mobility currently feed the debate among scholars and stakeholders. The scarcity of data makes it difficult to answer these questions. This paper offers a macro-level panel data analysis of enrolment in Australian higher education within Australia, i.e. onshore, and abroad, i.e. offshore. Two goals are pursued: first, to investigate whether and to what extent the macro-determinants of traditional student mobility, as identified by the previous research, are also related to offshore enrolment and second, to examine the relation between the two phenomena in order to assess whether they could be considered substitutes. The results indicate that the macro-factors which influence onshore enrolment are also related to offshore enrolment, even if some of these relations occur in different ways and with different strengths. Studying abroad seems to be connected particularly with the lack of labour market opportunities in the home country. No substitutive linkage is found between offshore and onshore enrolment, confirming, as hypothesised by the previous research, that the two types of enrolment are absorbing different segments of international students.

Transnational Higher Education in the 21st Century

Transnational Higher Education in the 21st Century

Country of origin and country of service delivery effects in transnational higher education: a comparison of international branch campuses from developed and developing nations

ABSTRACTOver the last decade, international branch campuses have been established by universities from developing countries as well as developed countries. Little research has been conducted into students’ perceptions of branch campuses from different countries, or how universities from different countries compete in the increasingly competitive market. A framework incorporating the concepts of country of origin and country of service delivery is adopted to assess how potential undergraduate students in Malaysia perceive the home and international branch campuses of universities from the United Kingdom (UK) and India, which are used to represent universities from developed and developing nations. It was found that for a university from a developing nation, students perceived the image, reputation, quality and brand equity of its home campus more positively than its international branch campus. The results suggest that although all universities must devise and implement strategies that enhance the image and reputation of their international branch campuses, institutions from developing countries should seek niche markets where they do not have to compete directly with prestigious universities from developed countries.

Malaysia's Education Policies and the Law of Unintended Consequences

Since gaining independence in 1957, the Federation of Malaya and now Malaysia has implemented education policies to broaden access, to unify an ethnically diverse population through a common curriculum and language, to enable the disadvantaged to catch up through affirmative action, and to build human capital as the country seeks to become an advanced country in the face of globalization. While some policies, such as enhancing access have achieved their objectives, others, such as unification and development of a national identity, have not. No less important are the unintended consequences of these policies. While some, like the expansion of private higher education and transnational higher education, have been a boon to Malaysian education, others, such as ethnic polarization in education, have been damaging. Some of these consequences, while unintended, have not been unexpected.

Chinese-Foreign Cooperation in Running Schools (CFCRS): A policy analysis

This study aims at analysing the Chinese-Foreign Cooperation in Running schools (CFCRS) policy in China. The two major legislative documents related to CFCRS are Interim Provisions on Chinese-Foreign Cooperation in Running Schools (1995) and the Regulations on Chinese-foreign Cooperation in Running Schools (2003). The major thrusts of these policy documents were to regulate the highly growing transnational higher education (TNHE). The analysis utilizes the Four Frame Policy Analysis Model developed by Yin Cheong Cheng and Wing Ming Cheung (1995). The Framework was used to dissect the policy process into four frames; background and underlying principles; policy formulation process; policy implementation (gaps between implementation and planning); and policy effects. Both, practical and legal challenges facing CFCRS are discussed in this analysis and suggestion for improvement are put forward. The analysis concludes by asserting that the policy has been a success though there are still some challenges and shortcomings that need to be addressed for the policy to realize the desired goals.

Impact of U.K. and Australian Transnational Higher Education in Malaysia

This study investigated outcomes of the provision, by one Australian and two U.K. universities, of bridging programs that allow registered Malaysian nurses to upgrade their diploma qualifications to degree level. The study was informed by current literature on Transnational Higher Education (TNHE) programs. Not sufficiently explored in the literature are nurses’ lived experiences of such programs and how far they apply TNHE theory in clinical practice. Using hermeneutic phenomenology, interviews were conducted with 18 Malaysian nurses who completed these TNHE programs. The data were analyzed using thematic analysis. The findings were that personal and professional development did occur but it cannot be attributed entirely to the quality of the TNHE provision, which all nurses found to be problematic. Intrinsic and extrinsic factors mediated how far nurses applied the taught theory in their clinical practice. Longitudinal research is needed to identify the long-term impacts of TNHE programs on clinical practice.

Ethical issues in transnational higher education: the case of international branch campuses

The establishment of an international branch campus can impact upon a diverse range of stakeholders in both home and host countries. Many of the arguments against international branch campuses are based on ethical issues, such as the lack of academic freedom and civil liberties in host countries. Ignoring ethical issues may deny institutions the achievement of legitimacy, which can result in financial losses and reputational damage. Thus, the purpose of this article is to identify the ethical issues that higher education managers should recognise and address when considering the establishment of an international branch campus. A framework based on analysing how home and host country stakeholders might be impacted by the establishment of an international branch campus – and how they might influence higher education institutions – is proposed. It was found that institutions which are flexible, quick to learn, and possess the dynamic capabilities necessary to drive organisational change might be the institutions that have the greatest chance of success in foreign markets. Given that at the start of 2015, at least 24 new international branch campuses were planned or in the process of being built, it is concluded that higher education institutions will have to continue treading the thin line between trying to fit in with their host cultures while simultaneously trying to achieve academic freedom and improve local social, political, and legal conditions.

Recognition of academic qualifications in transnational higher education and challenges for recognizing a joint degree in Europe and Asia

Since the 1950s, the Council of Europe has established conventions and information networks to enhance student mobility and qualification recognition in Europe. In contrast, Asia did not take this issue into consideration until 1983, when the UNESCO Regional Convention on the Recognition of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific (the ‘1983 Convention’) was adopted. The recognition of a joint degree when the schools are in two different countries is even more challenging than for a conventional degree, because they do not belong to any single national higher education system. The first purpose of this study is to describe the current situation in the recognition of foreign qualifications in higher education institutions in Europe and Asia. Next, schemes, procedures and challenges for recognizing a joint degree will be analyzed. The role of recognition bodies and quality assurance agencies in qualification recognition will be discussed at the end of the paper.

Transnational Higher Education: Developing a Transnational Student Success 'Signature' for Pre-Clinical Medical Students – An Action Research Project

Transnational Higher Education: Developing a Transnational Student Success 'Signature' for Pre-Clinical Medical Students – An Action Research Project