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1) Why focus on transnational education?
2) The HEA’s Transnational Education Group
3) Working Group themes.
4) The future
3
Overview of presentation
‘Transnational education’ (TNE) refers to ‘all types of higher education study programs, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based’ UNESCO, 2009
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Transnational education
1. The “Oxford Brooks Effect”
• Oxford Brookes has a collaborative arrangement with the Association of Chartered Certified Accountants (ACCA).
• Online students around the world who enrol on the final three ACCA papers are automatically registered as students at Oxford Brookes University for ten years.
• When they have completed the ACCA qualification, they may write and submit a ‘Research and Analysis Project’ to Oxford Brookes University and, if they pass, receive a BSc (Hons) in Applied Accounting. 7
Caveats
2009/10 2010/11 2011/12Oxford Brooks University 162,248 239,806 249,530
2. Increase in previously unreported students
• In 2011/12 several institutions returned a substantial number of additional students compared to 2010/11. These represent previously unreported students registered with an overseas partner.
3. HESA returns relate to headcount rather than full-time equivalent (FTE) students.
• It is reasonable to assume those studying by distance, flexible and distributed learning are working students who study part-time.
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Caveats
• “…collaborative provision, wherever and however organised, should widen learning opportunities without prejudice either to the academic standard of the award or the quality of what is offered to students. Further, the arrangements for assuring quality and standards should be as rigorous, secure and open to scrutiny as those for programmes provided wholly within the responsibility of a single institution.”
UK Quality Code for Higher EducationPart B: Assuring and enhancing academic qualityChapter B10 Management of collaborative arrangements
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QAA
• To facilitate engagement across the sector on TNE issues.
• To examine how to ensure an equitable student experience no matter where programmes are delivered.
• Identify and develop mechanisms /support to ensure high quality student learning experiences.
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Key aims of the Group
• Up until now universities appear to be developing their own way in TNE.
• Opportunities for practitioners to share experiences
• Communication mechanisms: JISCM@il / meetings / workshops / webpage.
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Community of practice
It is envisaged that the guide will provide:
• Clarity on staff and student issues.
• Highlight /provide resources HEIs can use to develop the capacity of staff delivering overseas programmes.
• Add to the existing internationalisation information on the HEA website.
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Good practice guide
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Good practice guide
Good practice guide
HEA website
Case studiesLiterature reviews
Podcasts /videos
Lesson plans Check lists
1) Staff Development2) Student Experience3) Partnerships
4) Models / definitions5) Equality and Diversity6) QAA, ensuring
adherence
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Working groups
Theme Lead Institution
1. Staff Development Joan Whieldon Liverpool John Moores University
2. Student Experience Shaun Speed University of Manchester
3. Partnerships Bala ChandraThe Institute of Commonwealth Studies
4. Models / definitions Nigel Healey Nottingham Trent University
5. Equality and Diversity Julia Fallon Cardiff Metropolitan University6. QAA, ensuring adherence Loraine Houlton University of Wolverhampton
• It is expected that the knowledge built up by the Group will enable it to provide advice on the development of relevant policy and guidance at a strategic level across the UK HE sector.
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Policy Advice
• Convene
• Facilitate
• Maintain an overview of activity
• Coordinate activity and provide direction
• Help members, network and address issues within TNE
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My role in the Group
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Working groups
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
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Staff Development
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
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Staff Development
Pre
During
Post
o Preparing staff, TNE often involves a different model of delivery
o Intensive teaching blocks. Cultural differences. Appropriate examples / case studies.o A single point of contact back in the UK, who can help deal with issues faced on the ground, such as accessing resources.
o Linking TNE experience with professional development, reward and recognition.
Quality Code, Chapter B10, Indicator 17: The awarding institution should be able to satisfy
itself that staff engaged in delivering or supporting a collaborative programme are appropriately qualified for their role, and that a partner organisation has effective measures to monitor and assure the proficiency of such staff.
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Staff Development
Quality Code, Chapter B10, Indicator 17: Recognising that inexperienced staff are not
necessarily properly qualified from the outset, this Indicator should be taken to include the responsibility of an awarding institution for ensuring that staff are properly trained and developed.
If an entire programme is to be delivered by a partner organisation which is not itself an awarding institution, then the awarding institution should expect those staff involved in teaching to meet its usual requirements in terms of the qualifications to teach at a specific level.
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Staff Development
What resources would help to address staff development?
• Effective and well-designed ‘Induction’ for all staff
• Cultural guides; diaries; dates; highlighting areas of sensitivity
• Sharing of world experiences
• Checklist for staff and infrastructure support and practical advice.
• Linking with PGCerts / CPD / alignment with UKPSF
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Staff Development
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Staff DevelopmentWhat is the Working Group producing?
• Training checklist – with signposting to resources• Lessons learnt - ‘101 Things I wished I had known’ • Collating case studies• Guidance on language• How to incentivise staff involved in TNE.
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Equality and Diversity
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
• What values should we be promoting through TNE partnerships?
• How do we embed these values without being accused of cultural imperialism?
• The need to be sensitive to the values of partners.
• Equality and Diversity needs to be included in the risk analysis (e.g. people on medication, sexuality, disabilities, bribery).
• We can’t judge other countries by UK cultural standards.
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Equality and Diversity
• Examples that help understand the way that equality and diversity concerns should be integrated into management practice and operations.
• How is equality and diversity managed for academics, administrators and students?
• What support systems exist to ensure equality and diversity?
• How does equality and diversity awareness contribute to student experience?
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Equality and Diversity
34
Models and Definitions
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
i) Clarity surrounding models of TNE partnerships, which don’t always fit into discrete categories and may evolve over time.
ii) The pros and cons of the various TNE models.
iii) How much flexibility should there be in adapting programmes to suit the local context and how does this impact quality assurance (QA)?
iv) It is important to articulate how QA is managed within the various models of TNE.
v) What is a sustainable long term model for TNE delivery? Is the use of ‘flying faculty’ sustainable in terms of cost and building the capacity of local staff to deliver to a UK standard?
vi) How will online learning / technology impact on TNE models?
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Models / definitions
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Models and Definitions
Mode 1 — Cross border supply
Programme mobility: distance or on-line education
Mode 2 — Consumption abroad
Student mobility: export education
Mode 3 — Commercial presence
Institutional mobility: franchise/validated partner and International Branch Campuses
Mode 4 — Presence of natural persons
Staff mobility: fly-in/fly-out programmes
General Agreement on Trade in Services (GATS) and transnational education
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Models and Definitions
Mode 1 — Programme mobility
Mode 4 — Staff mobility
Mode 3 — Institutional mobility
Mode 2 — Student mobility
2+1
IBC
Blended
• The emerging organisational forms of TNE are growing increasingly complex. The group is setting out to:
1) Provide a number of short exemplars of the different organisational forms of TNE – eg, franchises, validated centres, international branch campuses, flying faculty.
2) Analyse a larger number of cases with the aim of developing a more sophisticated typology of the organisational forms of TNE.
38
Models and Definitions
39
Partnerships
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
What is the longevity of partnerships? Will, in time, collaborative partners seek to obtain
their own degree awarding powers and subsequently exit the partnership with the UK HEI?
What are the drivers for both sides for being involved in TNE?
The UK HEI needs to integrate TNE into its processes and procedures at all levels.
Guidance on the resources needed to effectively run TNE partnerships.
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Partnerships
What is the relationship between the UK HEI and the overseas centre: collaborative, directive, supportive? Will it evolve over time?
The need to recognise that overseas partners may have different educational and professional philosophies.
It may be useful to have a checklist highlighting the areas that need considering in setting up TNE partnerships.
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Partnerships
The Group is aiming to: Collect and analysing case studies on current
partnerships, looking at:
o Scale
o Duration
o Challenges
o Drivers
o Benefits
o Whether it has lived up to initial expectations
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Partnerships
43
QAA, ensuring adherence
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
44
QAA, ensuring adherence
Risk
• “awarding institutions will need to adopt a risk-based approach to developing and managing collaborative activity” [QAA, 2011] Validation
Franchise Dual/Multiple Award Branch Campus Articulation
arrangement Flying Faculty Online Provision
Risks will vary depending upon the model of TNE activity
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QAA, ensuring adherence
• Identify how to audit existing process and procedures to ensure adherence with QAA Descriptors.
• Identify what steps are necessary to marry UK procedures and requirements with collaborative partners.
• Look at QAA Descriptors and find examples how they can be used to enhance the design and delivery of TNE.
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QAA, ensuring adherence
The Group is aiming to:
• Develop a template to audit the alignment of existing provision, to QAA Descriptors with case study examples for each descriptor.
• Develop a Welcome pack for Collaborative Partners with Quality Assurance guidance at different levels, institutional down to module.
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Student Experience
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
• Experience is different depending on the TNE model.
• The ability of students to appraise and influence the learning and teaching experience is variable.
• Student engagement – involvement of NUS, staff student committees.
• What do students want from UK awards?
• What is the perceived value of a UK award?
• How do we capture student expectations?
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Student Experience
1. Culturally sensitive ways of assessing student experience - Good examples of assessments currently in use within the host countries
2. How to help students feel part of the host institution – any ideas, case studies or innovative ways of helping students feel part of the host university (including linking in with Student Union)
3. The use of social media to capture the student experience
4. Induction material to help acquaint TNE students with procedures and processes of UK
49
Student Experience
52
Working groups
Student Experienc
e
Staff Developm
ent
QAA, ensuring
adherence
Equality & Diversity
Models & Definitions
Partnerships
Possible outputs for the group going forward:
• Conference, with an edited journal issue.
• Widen the membership base – include overseas institutions and students?
• Continual process of updating the Good Practice Guide.
• Develop coordinated policy positions.
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The Future……
• WebsiteDetails about the Group: http://tinyurl.com/TNEGROUP
• To join:Email me directly at: [email protected]
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More information