SINO-U.S. TRANSNATIONAL EDUCATION—“BUYING” AN AMERICAN HIGHER EDUCATION PROGRAM: A PARTICIPANT OBSERVATION STUDY

Jerry Vincent Nix

October 16th, 2009

Washington State University, Pullman

Intro to the Study Higher Education

Increasingly commercializedNo longer a ”public good”Sold and bought, like any other commodityIncreasing demandSeen as a ”ticket” to the world economyIncrease in the number of frauds, forgeries, cheats

○ Accreditation mills○ Degree mills

Transnational Education (TNE) Increasing worldwide demand for education

Expected to exceed 2000 demand by a

factor of four

TNE occurs when learners are located in a

different country than the awarding institution

Developing countries want more access for

their young (and increasing) populations

TNE Emerges in China China joins WTO in 2002

Becomes full trading partner in 2007

WTO classifies education as a ”tradable service”

Lists under GATS in 2005

Environment for TNE in China Corruption is rampant Educational corruption is widespread Knowledge for economic benefit Quality connections (Guanxi) is an integral

part of the equationGuanxi is inherently corrupt

These conditions encourage alternative providers of educationLegitimateIllegitimate

Primary Purpose of the Study Identify & Explain Sociocultural Dimensions

and their impact on:QualityCostPerformanceSatisfaction of stakeholders

○ Governments○ Academic Institutions○ Academics○ Students

Secondary Purpose of Study Develop a model of TNE

As it is practiced in China○ Guanxi, quality connections milieu

As it originates from the U.S.○ Expectations, in terms of

Quality

Accountability

Meeting needs of clients (students)

Preliminary Model How do these interact?

How do these fit

together?

Where does Guanxi fit?

Where are quality and

accountability?

Satisfaction?

Six Research QuestionsI. What are the organizational dynamics of the

TNE Program?

II. How do social, political, economic, and

cultural dimensions influence program

operation?

III. How do Chinese government policies

influence program operation and quality?

Six Research QuestionsIV. Does the program reflect standards outlined

by professional associations that monitor

TNE program quality?

V. What satisfactions and dissatisfactions do

TNE students report?

VI. What satisfactions and dissatisfactions do

TNE instructors report?

Methodology Case study as a strategy Participant observation as a method

Taught 11 career management courses

Six human resources courses

Four strategic planning courses

Interviewed Nine students (four male, five female)

on two different campuses

Surveyed 268 students

Interviewed 14 Instructors

U.S. College

State University

Ministry of Education

Agent

Parents / Students

International Business School

Transnational Education Program

Approval

Prestige, Curriculum, Ideas

License Authority

Curriculum, Chinese

Instructors

Curriculum, Foreign

Instructors

Money Students

Degrees

Profit and administrative

services

Profit and administrative

services

Profit

Guanxi (Potential)

Sino-U.S. Transnational Education “Buying” Tertiary Education

Quotes from Student Interviews Ms Zhang:

”Our professor was 20, 23, and 30 minutes late for class

the first week; we don’t need much, but we need professors

to be in our classes.”

Student team presentation:”We are not the best Chinese students...”

Ms Fei:”We have experienced such an irresponsible professor.”

Mr. Li:”...but, you know...some people think this program is a lie.”

Quotes from Instructor Interviews Colleague to the Northeast team, doing an

accreditation review:”If my students cannot speak English, they fail. Simple.”

Interviewed colleague:”I call it ’meatball teaching... I give’em [students] the

same ingredients every time...at least I’m consistent.”

Interviewed colleague:”They [NCPI administrators] have tried to get me to

teach over the contracted hours, pretty much everywhere I’ve been.”

Interviewed colleague:”...really, so very sad, that such untrained individuals

are put in charge of such an enormous responsibility.”

Four Findings: II. Chinese government policies appear to

foster “academic capitalism” and to

encourage “buying” higher education

programs from developed countries; in turn

institutions such as Northeast College

appear willing to “sell” their educational

program

Four Findings: IIII. The TNE program lacks transparency

and accountability measures that

characterize the vast majority of U.S.

colleges and universities

Four Findings: IIIIII. The primary goal for this TNE program is

profit ($10 million gross in 2008),—at best,

student learning is a secondary goal

Four Findings: IVIV. The Director of NCPI relied on the

Chinese cultural concepts of guanxi... Complex network of interpersonal

connections Favors or service for others are reciprocated

...and “face”... sense of worth perceived status

...to market the program to students and their parents to establish the program.

Nine Recomendations (1-5)I. Undertake Further Research

II. Improve Information to Consumers

III. Utilize existing Quality Assurance

Organizations

IV. Require Human Resources Training and

Certification for TNE Agents

V. Annual Evaluation of Instructors

Nine Recommendations (6-9)VI. Provide Benefits and Services to TNE

Instructors

VII. Culture and Language Training

VIII.Reduction of English Requirements for

TNE courses

IX. Maintain a List of Approved Exporting

Institutions

Final Thoughts Summary

Comments?

Questions?