Applying foreign entry market strategies to UK higher education transnational education models

Lindsay, Victoria; Antoniou, Christos

doi:10.1080/13603108.2015.1062058

Cited by 5 publications

(2 citation statements)

References 10 publications

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“…In 2020, arrangements through which colleges in Oman provided academic programmes with some kind of support from one or more foreign university involved universities from around 15 countries. TNE and other affiliate arrangements are supported by the predominance of English language medium HE in Oman; top exporters of HE have English language as a common dominator (Lindsay & Antoniou, 2016).…”

Section: Academic Affiliation Policy Environment and Requirementsmentioning

confidence: 99%

International Academic Affiliations: Destination or Journey? An Oman-Based Study of Policy, Practice and Potential

Trevor-Roper

2021

Journal of Studies in International Education

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National policy requires private colleges in Oman to have an academic affiliation with a foreign university. How this policy is received and acted on was investigated through an interview-based study involving colleges with affiliates based in England, Scotland, India, Malaysia and Jordan. The study draws on social practice theory, Bourdieu's concept of capital and ecological systems theory and finds examples of affiliate partnerships that are evolving constructively in response to the ongoing development of the local institutions, the accumulation of capital and the agency of local actors, and the dynamics of the environment. These partnerships are perceived and experienced by local HE colleges as an ongoing journey. This evolution of partnerships, which is facilitated by historically loose policy requirements, offers a promising and contrasting narrative to that of relatively static transnational education (TNE) arrangements in which receiving nations and institutions are perceived as likely victims of educational and cultural imperialism.

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Section: Academic Affiliation Policy Environment and Requirementsmentioning

confidence: 99%

International Academic Affiliations: Destination or Journey? An Oman-Based Study of Policy, Practice and Potential

Trevor-Roper

2021

Journal of Studies in International Education

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“…The availability of suitable academic staff in a TNE host country will impact the range of TNE activities that can be pursued (British Council and DAAD, 2014;Lindsay and Antoniou, 2016;Shams and Huisman, 2012). However, a critical aspect will be the availability of suitable workforce to support not only the core Post-print version Final version available at: http://www.emeraldinsight.com/doi/full/10.1108/IJEM-03-2017 teaching activity, but to enable the operation of an IBC where research activity is expected.…”

Section: Related Supporting Industriesmentioning

confidence: 99%

An adapted Porter Diamond Model for the evaluation of transnational education host countries

Tsiligiris

2018

IJEM

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Purpose -The purpose of this study is to propose an adapted Porter Diamond Model (PDM) that can be used by Transnational Education (TNE) countries and institutions as an analytical framework for the strategic evaluation of TNE host countries in terms of attractiveness for exporting higher education.Design/methodology/approach -The study uses a literature review to adapt the PDM in the context of TNE host countries. A pilot study of adapted PDM is conducted for China and Malaysia. Available country data is collected via desk-study.Findings -The pilot application of the adapted PDM revealed no major issues or failings. Only some minor difficulties in the identification of appropriate data which can be resolved with the use of alternative metrics. The results from the analysis of the two countries, indicate that China and Malaysia are both suitable TNE host countries for expanding existing and developing new activities. This also indicates the proposed use of the adapted PDM is suitable to effectively evaluate TNE host countries.Practical implications -This adapted model can be used by TNE exporting institutions and countries to access the suitability of prospective TNE host countries for education export. Also, it can be used to evaluate the future risks for existing TNE activities. TNE host countries can use the model to strengthen their attractiveness for education import or to plan of becoming education hubs.Originality/value -Considering the scale and the expected growth of TNE, as well as the lack of strategic analysis tools for TNE; the proposed model provides a valuable practical tool to aid strategic planning at institutional and country level.

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The internationalisation of higher education: some ethical implications

Hoey

2016

Perspectives: Policy and Practice in Higher Education

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Applying foreign entry market strategies to UK higher education transnational education models

Cited by 5 publications

References 10 publications

International Academic Affiliations: Destination or Journey? An Oman-Based Study of Policy, Practice and Potential

International Academic Affiliations: Destination or Journey? An Oman-Based Study of Policy, Practice and Potential

An adapted Porter Diamond Model for the evaluation of transnational education host countries

The internationalisation of higher education: some ethical implications

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