Germany’s Road Towards Transnational Provision of Higher Education and Its Footprint in China and Turkey

Kammüller, Susanne; Otte, Susanne; Bachmann, Wiebke

doi:10.1007/978-3-030-36252-2_1

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Much of France’s ‘current TNE activity is concentrated in countries and regions where it has a former colonial interest or other strong historical ties’ (ICEF Monitor, 2016). In relation to Germany, ‘at the beginning of the academic year 2018/2019, German universities and binational universities and institutes with German involvement reported a total 33,000 enrolled students in more than 280° programmes’ (Kammueller et al, 2020: 9). In terms of regional distribution, the largest share of students, with 61 percent, are enrolled in the Middle East and North Africa, followed by Asia with 20 percent, Central and South-Eastern Europe with 11 percent and Eastern Europe, Central Asia and the Southern Caucasus with 8 percent.…”

Section: Scale and Scope Of Transnational Education Prior To The Coronavirus Pandemicmentioning

confidence: 99%

Transnational education provision in a time of disruption: Perspectives from Australia

Yencken

Croucher

Elliott

et al. 2021

International Journal of Chinese Education

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As the scale and scope of transnational education (TNE) has broadened, and the range of delivery models and partnerships has continued to expand, so too have the challenges. Universities offering courses outside their own country face a growing range of legal, practical and political challenges. The significant disruption during 2020–2021 coming from the global coronavirus pandemic, and it’s effect on the provision of higher education in most countries, has further amplified many of these challenges, raising questions about what the future might hold for TNE, including in China. This article aims to establish the major enablers and challenges for TNE provision. It utilises an investigation into Australian TNE providers immediately prior to the COVID-19 pandemic as a means to analyse these factors. As a major provider of TNE, including in China and other Asian countries, Australia provides a useful example of how TNE partnerships are being facilitated, for better and worse. In particular, the article establishes that tailored and often market-specific collaborations offer the best chance of a successful partnership. The study also provides an important basis for considering how TNE will function as a key component of the ongoing response of the higher education sector to the pandemic.

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Section: Scale and Scope Of Transnational Education Prior To The Coronavirus Pandemicmentioning

confidence: 99%

Transnational education provision in a time of disruption: Perspectives from Australia

Yencken

Croucher

Elliott

et al. 2021

International Journal of Chinese Education

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“…Binational universities are established and administered by various different countries like Germany, Japan, and Russia. Turkey provides a robust foundation for studying binational universities due to its national internationalization strategy, which includes a target to increase education cooperation with foreign governments (Kammüller & Bachmann, 2020), and its involvement in being both a provider and host country of binational universities.…”

Section: Introductionmentioning

confidence: 99%

Exploring Labor Market Outcomes at Binational Universities

Schueller

2021

JCIHE

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Transnational education (TNE) is predicted to play a large role in the future landscape of international higher education. Binational universities are transnational, higher education institutions formed by two governments constituting a collaborative form of TNE. Despite career factors being one of the primary motivators for participating in TNE (Knight & McNamara, 2014), we know very little about student expectations and experiences with career attainment at binational universities. This study explored the role of labor market outcomes at the binational Turkish-German University. A convergent parallel mixed methods case study design was adopted, and data collection included a survey of students and graduates (n=571) as well as interviews with key stakeholders (n=4). This research enlarges the debate on the relation between international experience and employability and provides new insight into the labor market relevance and returns of higher education programs.

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Germany’s Road Towards Transnational Provision of Higher Education and Its Footprint in China and Turkey

Cited by 2 publications

References 3 publications

Transnational education provision in a time of disruption: Perspectives from Australia

Transnational education provision in a time of disruption: Perspectives from Australia

Exploring Labor Market Outcomes at Binational Universities

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