Contemporary Modes of Transnational Education

Internationalisation of the Curriculum and Transnational Education Research and Practice

Networks Conference, 6 February 2014

Nigel Healey, Nottingham Trent UniversityLucy Michael, University of Hull

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Introduction

• What are the main ‘types’ of TNE? (revisited)

• Limits of existing typologies

• A new typology

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Types of TNE (1): by activity (4F: QAA/HESA)

1. Distance-learning

2. International branch campus

3. Overseas partner institution

a) Franchise b) Validation

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HESA Aggregate Offshore Return 2011/12

Overseas campus 15,150

Distance, flexible and distributed learning 116,535

Other students registered at HEI 96,075

Overseas partner organisation 342,910

Other students studying overseas for HEI's award 340

Total 571,010

Most franchised and some

validations buried here

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Types of TNE (2): by mode of delivery (GATS)

GATS terminology Transnational education variant

Mode 1 — Cross border supply

Programme mobility: distance or on-line education (4F type 1)

Mode 2 — Consumption abroad

Student mobility: export education

Mode 3 — Commercial presence

Institutional mobility: International branch campus (4F

type 2) franchise (4F type 3a) validated partner (4F type 3b)

Mode 4 — Presence of natural persons

Staff mobility: fly-in/fly-out programmes

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Background to critique of existing typologies, development of a new typology (Appendix A)

• Analysis of 30 TNE case studies gathered from around the world through linkedin.com– Rich, but too brief and unrepresentative

• Analysis of 40 QAA reports of TNE partnerships:– China (2012)– Singapore (2011)– Malaysia (2010)– India (2009) – The sample is selected to be representative and first three are the three

largest TNE markets and India is the market with the most potential

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Limits of existing typologies

…and some TNE partnerships off the radar

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A new typology

• Spectrum 1: Regional hubs vs stand-alone outposts– What is the target market?– Is the partnership to absorb local demand? Or to attract international

students?

• Spectrum 2: Subject specialism vs multidisciplinary partnerships– How broad is the partnership?– A single degree (eg, flying faculty MBA)? Or a comprehensive range of

degrees?

• Spectrum 3: Research-led vs teaching-led partnerships– Is the partnership primarily about teaching? (could be commercially

oriented or about capacity building)– Or is it to enhance research? (eg, by recruiting PGR students and accessing

researchers and grants in the cost country)

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Conclusions

• TNE partnerships are becoming increasingly complex, multidimensional and innovative

• Existing typologies are increasingly unable to keep up with developments (microcosm of challenges of globalisation generally – eg, for tax law, environmental control)

• New typology focuses on:– Target market– Breadth of partnership– Role of research

nigel.healey@ntu.ac.ukl.michael@hull.ac.uk