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Borderless Higher Education:Markets, Providers, QA &

Qualifications

Robin Middlehurst

University of Surrey

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Agenda

� Borderless Higher Education: reports &

concept

� A changing educational map

± Commercial sector

± Not-for profit sector

� Features of borderless education

� QA implications

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Borderless Higher Education� Australian & UK reports (& others«)

� Context:

±  Knowledge economies, LLL, demand for HE

±  Globalisation and technology

±  Commercialisation of HE, growth in trade

�

Concept:±  Crossing & blurring of boundaries

±  Time & space, for-profit & public, education &

business, learning activities«

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A Changing Educational MapA Changing Educational Map

Corporate

Universities

Private & for-profit

education

Media/publishing

businesses

Educational

services & brokers

University-corporatepartnerships

International

university consortiaDual-mode

Privatisation of 

µpublic¶ universities

Specialist HEIs

& niche markets

Regional & cross-

sector networks

Virtual universities &

projects

Smart alliances

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Borderless Higher EducationCommercial sector:

� Corporate

universities

� Private & for-profit

providers

�

Media & publishing� Educational services

and brokers

HE sector:

� Regional &

internationalconsortia

� Trans-national

education

� National virtual

universities

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Features of borderless education

� Technology dependence

� Dissolving boundaries

� Emerging boundaries

� Educational value

�

Subject spread� Collaboration

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QA implicationsDemand side:

� More & different

kinds of students� Lifelong learning

opportunities

� New skills and re-

training

Supply side:

� New media

� Different learninglocations

� New curricular

forms & content

� Changing credit &

qualifications

Control«.?

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Delivery: modes, media & locations� Co-location (or not): students & tutors

� Forms of interaction: learners & learners,

tutors & learners + resources� Support systems: social, academic,

technological

� Media adding value: quality, accessibility,

relevance

Quality of experience, academic standards?

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Curriculum«qualifications

Curriculum & content:

� Authority to design &determine

� Authority to assure

currency & credibility

Standards, assessment,

level, equivalence

Qualifications:

� Joint, multiple awards� Integrated degrees

� Experiential learning

Ownership, authority,credit transfer, value of award

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Crossing borders«� National:   laws & policies, visas, IPR,

funding, culture, language

� Organisational:   legal, funding, technical

capacity, culture

� Functional:   responsibilities, systems,

standards & structures

� Time, space, location:   security, tracking,

standards, systems, information, guidance

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Conclusions & issues arising� Review our assumptions & categories

� Welcome diversity & learn from good

practice anywhere

� Adjust policies and systems

� Negotiate towards agreed conventions &

standards

� Share information«.