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Transnational Education – new model of learning?

Kevin Van-Cauter,

Higher Education Adviser,

the British Council

Definitions of TNE

All types of higher education study programmes, or sets of courses of

study, or educational services (including distance education) in which the

learners are located in a different country from the one where the

awarding institution is based. Such programmes may […] operate

independently of any national education system.

OECD guidelines (2005)

‘The global demand for higher education

is forecast to increase from 97 million in 2000

to 263 million in 2025’

Source: Global Student Mobility 2025

IDP Education Australia

‘Currently, the largest part of existing higher

education capacity globally is not centred

in parts of the world that will experience

substantial growth over the next 20 years’

Source: Atlas of Student Mobility

Institute of International Education, New York

SummaryThere are now more overseas students studying for UK qualifications abroad than there are on courses at universities in the UK

A study of figures provided by the Higher Education Statistics Agency shows that at the last count a year ago there were 340,000 students on programmes outside of the European Union who were studying for a UK degree or another higher education qualification.

In comparison, in the same year there were just 309,000 non-EU domiciled students on higher education courses in the UK.

The figures underline the remarkable growth and increasing significance of TNE

TNE in contextThere has been unprecedented growth in transnational education instigated by the drive of overseas governments to develop knowledge economies over the last ten years.

The consequence of this is a rapidly changing and far more competitive environment for international education. As part of this, new models are emerging.

There has been a significant expansion of overseas campuses as leading international universities are enticed by favourable conditions , for example the Nottingham Malaysia and Ningbo campuses.

UK TNE overview•Massive growth in TNE programmes•Increased role in contributing to host countries’ national

priorities•Trend towards more ‘partnership-led’ model•More research-led universities engaging in TNE•Developments in host countries are having an impact•TNE increasingly being seen as a significant priority

institutionally, and part of internationalisation strategies

2011/12 Headlines

•the number of students studying their entire UK qualification outside of the UK was 571,000 in 2011-12,

•this is a 13% increase from 10/11, and a third more than in 2009-10,

•universities enrolling most students in Malaysia, Singapore and Pakistan.

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UK qualifications are now delivered in 223 countries outside of the UK

There are now 78 countries where at least as many students study a UK HE qualification in that country compared to the number of students travelling to the UK for their education

There are 12 countries where the difference between students studying a UK qualification in country and those studying in the UK is greater than 5,000:

there are now more students on UK university courses abroad than there are international and EU students coming to the UK to study.

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Study in UK vs TNE

0 10000 20000 30000 40000 50000 60000 70000

Russia

Uganda

Zambia

Mauritius

Egypt

Oman

United Arab Emirates

Kenya

Trinidad and Tobago

Ghana

Hong Kong (SAR of China)

Pakistan

Singapore

Malaysia

TNE

in UK

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The modelsKevin Van-Cauter,

Higher Education Adviser,

the British Council

Many different approaches….

Delivered to the same academic standard

Branch campusUniversity of Nottingham

Flying teacher programmesManchester and Warwick MBAs

E-learning/ fully on-lineUniversity of Liverpool MBA,

RCN/City/Leicester/Ulster health

Independent and locally supported distance learning

Heriot-Watt and Leicester MBAs

Twinning and franchising agreements

Sheffield Hallam University

The modelsWhere students’ contracts are with partners

Validation

A partner designs its own programme, adhering to the course planning and validation requirements of the UK HEI, but the award for the programme is from the UK HEI.

Articulation

The UK HEI recognises a programme of study in a partner institution as being equivalent to a stage of one of its own programmes. Students then join the UK HEI’s programme at an identified point.

Where students complete an award in another country (e.g. a diploma) enabling them to join a programme in the UK (e.g. year 2 of an undergraduate degree) this falls within the definition of TNE,

Models continued

Franchise

A UK HEI’s programme is run by a partner overseas in the same way that it would be delivered in the UK. Rigorous partner approval is seen as particularly important. The UK HEI’s quality assurance processes are followed by the partner and may be identical to those for programmes in the UK or more rigorous

Joint award

The award is given jointly by two (or more) HEIs. The model is usually implemented by peer institutions where it is seen as inappropriate for either to take the lead. Each institution contributes a proportion of the programme delivery and arrangements are jointly agreed between institutions

Dual award (may be known as double)

An award is given by the UK HEI and also by one or more partners

Where students’ contracts are with the UK HEI

In-country/flying faculty

Members of staff from the UK HEI deliver class sessions overseas, which may or may not be in a partner institution. Classes are usually in intensive blocks and learning and teaching methods include inputs and workshop or group activities.

Distance learning

Students study a UK programme remotely, either by paper or by online resources and access to virtual learning environments (VLEs), Blended delivery

This is increasingly common. It usually involves a mix of flying faculty from the UK HEI, tutorial support from a local partner and the use of e-learning, usually via the UK HEI’s VLE..

On-campus provision overseas

A UK HEI has a campus overseas that mirrors as far as possible its provision in the UK (i.e. the LTA features are those for its UK based courses) and that provides programmes for local students or those from surrounding region. Where an overseas institution is a partner collaborative models may apply (e.g. joint award).

Models of TNE

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Changing Global contextKevin Van-Cauter,

Higher Education Adviser,

the British Council

Changing global context

Global education market is expected to grow significantly in the long-term

Fundamental and far reaching changes in the underlying dynamics of the global education market mean that the operating context is very different and there are no guarantees that the UK will maintain its strong position

Early indicators suggest a market break-point: established trends are changing dramatically

Overall global growth in student mobility, but a slow down in the growth rates for some major countries

Summary of context continued•Increasing competition among major host countries, growing importance of

the Australian market, Europe and other markets such as Japan, China, Singapore and Malaysia and the Gulf States

•Increasingly students study for less than 1 year in the UK: hence bigger recruitment efforts on behalf of UK institutions

•Growing importance of wider international agenda: long-term collaborations/partnerships and alliances between UK institutions and overseas institutions;

•Significant increase in overseas delivery

•Growth of the private sector (for overseas and UK delivery)

•Malaysia, China and Singapore, the Gulf as regional education hubs: China has attracted over 140,000 international students

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The growth of UK TNE

It all started in 1858……

• University of London external programme operation since 1858

• 1980s introduction of full fees for international students brought about a more business-like culture, HEIs have developed a stronger, more entrepreneurial approach

• 80s/90s Many risks taken, and some fingers burnt

• 1990s Response to East Asia financial crisis, QAA guidelines issued

• Late 90s unprecedented growth , rapidly changing and more dynamic environment for TNE

• Present – steady growth, increased student choice, new hosts emerging, importance of ‘third country’ students

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What does the future hold?

Changing patterns of delivery

In 2008 DIUS survey indicated that nearly half of all provision falls into franchise/validation categories

Trend towards more ‘partnership-led’ models

More research-led universities engaging in TNE

Developments in host countries are having an impact

TNE increasingly being seen as a significant priority institutionally, and part of internationalisation strategies

Paradigm Change

20th century recruitment model

21st century collaborative model

The drivers

Benefits of TNE to the providing institution identified include:

• reaching new student markets

• generating revenue

• diversifying education programme delivery

• and developing a brand/reputation for the quality of education provision

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Implications for UK Higher EducationKevin Van-Cauter,

Higher Education Adviser,

the British Council

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Some ImplicationsTransnational education provides greater flexibility and choice for students across the world who may not be able to afford to spend several years thousands miles away from home.

It clearly presents many opportunities for UK institutions, but it also brings competitive challenges as we are not the only players in the TNE market.

Perhaps foremost among these challenges is that of maintaining the quality of courses and protecting the UK’s reputation for high quality education which is a key selling point for us.

UK Context Significant falls in international recruitment

Focus on TNE from UK Government – to be included in Education Industrial Strategy

No real consensus on which models of TNE bring most value to UK

Significant and growing demand

TNE seen as mitigating risks of falling incoming numbers

TrendsDifficulties with student visas may be short term but damage to reputation of UK will take much longer to repair

Growth in TNE likely to continue for foreseeable future

Target emerging middle class – new markets.

TNE as first choice/ highest quality

TNE as a recruitment tool

Importance of local partners in delivering student experience

Does TNE represent a new model of learning?Majority of TNE is delivered face to face

Flexible delivery tends to be focused on mature, professional, non traditional student

Students are looking for a ‘UK’ experience

Distance and on-line learning still not recognised in many countries

Limited interaction between TNE and ‘home’ students