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An Analysis of Transnational Pharmacy Education

in Asia-Pacific Region

Dr. Benjamin Tak-Yuen Chan

Division of Health and Applied Sciences, SPACE, University of Hong Kong

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Transnational Education (TNE)

Important and growing phenomenon in cross-border higher education

Mobility of programmes and institutions across national borders instead of student mobility

Growth of enrolments in importing countries/regions (offshore provision) is faster than onshore international student enrolments (in the case of UK and Australia)

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Extent of TNE

For higher education (HE) sector, 33% of Australian educational exports are offshore provisions (in 2001)

Top three sites of offshore enrolment parallel source of international student enrolments

(Singapore > HKSAR > Malaysia)

UK institutions enrolled 140,000 offshore students against 200,000 international students onshore in 1996-1997

Source: AEI 2003 & OECD 2002

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TNE in Profile

An average 56.8% of Australian HE educational exports in these 3 countries/regions are offshore provisions

Together, they account for 79% of offshore total enrolments

Countries/ regions Onshore Offshore % offshore

Singapore 21,964 13,112 59.7%

HKSAR 19,479 12,426 63.8%

Malaysia 17,972 8,211 45.7%

Source: AEI 2003

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Challenge of TNE

New forms of delivery and partnership involved

According to IDP (2001): Delivery modes are face-to-face teaching (40%) and

supported distance education (40%)

Partnered with private institutions or providers (51%) or public education institutions (25%)

Predominantly postgraduate (56%) and in business related subjects (51%)

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Classification of TNE Provision

Type I Locally supported distance learning- Foreign curriculum, some local teaching

Type 2 Twinning programmes- Foreign curriculum, local teaching and student mobility in upper years

Type 3 Franchise arrangement- Curriculum and teaching arrangement approved by foreign institution

Type 4 Branch campus- Curriculum and teaching wholly controlled by foreign institution

emulating home context

Source: Marginson and McBurnie (2003)

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TNE in Health Sciences

Very few TNE provisions are in the health sciences field

Business and management make up 68.2% and IT (19%) of all external bachelor degree enrolments in Singapore. 90% of external postgraduate enrolments are in business and management (Statistics Singapore Newsletter 2001)

Notable provision in health sciences field is in nursing (both top up or degree conversion and postgraduate Masters)

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TNE in Pharmacy (1)

Evolution

Started as early as 1990 with provision of locally supported distance learning MClinPharm-Otago University by HKU SPACE (Hong Kong)

Twinning programmes (2+2) model for BPharm delivery pioneered by IMU/Strathclyde U and SIT/UniSa (Malaysia)

Branch campus model for BPharm delivery by Nottingham and Monash Universities represent latest developments (Malaysia)

Franchise arrangement applies to pharmaceutical management degrees of Bradford and Sunderland Universities (HKSAR & Singapore)

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TNE in Pharmacy (2)

Enabling factors

Shortage of pharmacists

Lack of postgraduate education & training courses

Insufficient local capacity or barriers to expansion

Commonwealth sphere of influence in pharmacist training (UK, Australia, NZ)

Government support (Malaysia) or free market access (HKSAR & Singapore)

Receptive students

Foreign degree highly valued

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TNE in Pharmacy (3)

Benefits

Augments local capacity and achieve faster supply of graduates

Introduces new curriculum ideas and catalyses change in local sector

Encourages private investment in education

Possible side-effects

Competition and oversupply in the long run

Hinders localisation efforts

Uncertain return on private investment in education (graduates with dual registration may not work in home country)

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Overseeing TNE in Pharmacy

National governments Define national capacity (HKSAR and Malaysia in opposite

poles)

National pharmaceutical associations Connect with professionalisation strategy (achieving SPD)

Institutions offering TNE in pharmacy Quality assurance, internationisation of curriculum, proper

training and support to teaching staff, ensuring competencies of graduates

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Global Pharmacist Supply Situation

Source: FIP 2006

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Pharmacist Supply Situation in the Three Countries/ Regions

Country/ Region

Pop. (mil)

No. reg. pharmacists & pharmacists to

population ratio (2005)

% foreign trained to local educated (total

& 2005)

No. required to achieve 50:100,000

ratio

Yrs to take based on

2005 level of new

pharmacists registered

Strategy pursued

Hong Kong SAR 6.9

1,583

23:100,000

82%

60% (2005)3,450 24 None

Malaysia

26.03,965

15:100,000

-

40% (2005)13,000 24

Local capacity and

TNE in pharmacy

Singapore

4.11,330

32:100,000

17%

21% (2005)2,050 17

Local capacity

Source: P & P Board of HK, Pharmacy Board of Malaysia, Singapore Pharmacy Board

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Global Pharmacists Employment Fields

Source: FIP 2006

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Western Pacific Pharmacists Employment Fields

Source: FIP 2006

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Challenge for Curriculum Decision-makers in TNE To understand local context, priorities, needs and

constraints To adapt home curriculum with infusion of local

elements To orient home staff to foreign teaching environment;

identify and train local staff up to common expectation To involve local stakeholders in curriculum planning To uphold academic values over entrepreneurial

concerns of private provider

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Curriculum Influence in Pharmacy in the Western Pacific Region

International FIP statement of policy/professional standards (Good Pharmacy

Education Practice, Pharmaceutical Care, GPP Guidelines, Code of Ethics)

US 6 year DPharm (Japan, South Korea); Postgraduate pharmacy residency training and pharmacy specialists

accreditation (Taiwan, Singapore, Thailand)British and Australia 3/4 year undergraduate education + 2 year postgraduate education

(clinical pharmacy) (NZ, HK, Malaysia, Singapore)Autochthonous Colonial heritage, but largely independent development (Philippines,

India)

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Practicalities of Curriculum

Implementation for TNE in Pharmacy Science-based and Clinical practice contents are fairly

standard as defined by universal consensus (FIP) Pharmaceutical legislations and introduction to health

system require localization Behavioral sciences and health promotion need to account

for varying beliefs about health and illness and patterns of medicines usage

Social and administrative pharmacy increasingly important as a subject (SPD, NDP, RUD, regional pharmaceutical public health issues identified by WPPF)

How to provide for multidisciplinary learning and practice placement?

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Benefits of TNE for Exporter Country Encourage study abroad for exporter countries with low rates

of domestic student mobility (e.g. Australia’s foreign students: domestic students abroad ratio is 19.74)

Enhance staff development in international education

Foster international awareness of students through curriculum and extra-curricular activities

Move beyond mono-culturalism, deepen cultural capacities and engage with emerging nations & cultures in the region

Source: Marginson and McBurnie (2003)

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Strategy for Curriculum Internationalization Need not involve large-scale re-casting of the curriculum of a

course

Builds on what is already in it (Levels 1 & 2 of the typology) and utilises institutional off-campus arrangements (Level 3)

Involves changing and transforming students’ perspectives from a mono-cultural view to reflection and acquisition of international literacy

Ideally complemented by providing students with skills and knowledge to perform competently in international environment

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Edwards’ Typology of Curriculum Internationalisation

Source: Edwards et al. (2003) Higher Educ Res Dev 22(2) 183-192

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Success of TNE in Pharmacy

When educators have done their lot, it will be incumbent on:

Governments of importing country/region

To articulate a clear vision of pharmacy development in order to reap public benefits of private investment in education (prevent brain drain)

National pharmaceutical association

To help shape TNE policy To assist graduates/ returnees in integrating into the local pharmacist

corporate To combat segregation and inequality of opportunities for TNE graduates

vis-à-vis local graduates

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Thank you!