New developments in transnational education and the challenges for higher education professional staff

Henderson, Michelle; Barnett, Rebecca; Barrett, Heather

doi:10.4324/9781315160870-11

Cited by 6 publications

(9 citation statements)

References 1 publication

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“…University has always been an international institution claiming its global rights for students and faculty. After the Second World War, the creation of nation-states halted this process for some time but the recent revolution in ICTs and global media has broken all borders and barriers (Henderson, Barnett & Barnett, 2017). Quality assurance and internationalization are the basic objectives for the institutes of higher education.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2018

UER

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This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.

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Section: Discussionmentioning

confidence: 99%

Untitled

2018

UER

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“…Collaborative provision and transnational education was highlighted as a challenge by Ong, K. C., & Chan, D. K. (2012) [22]. Similarly, Henderson, M., Barnett, R., & Barrett, H. (2017) [13] highlighted that one on the major challenge of transnational education could be the teaching styles and delivery methods which could be supported by faculty professional development. Consequently, NQF was able to have a unified manner of delivery including a clearly classified notional hours and levels with expected outcomes.…”

Section: Dual/double Degreesmentioning

confidence: 99%

“…According to Jackson, N. (1997) [17] emphasized on the importance of regular interactions with leaders of the collaborative provision and regulatory channels to adhere to the internal and external regulatory requirements, and [13] stated that one of the main challenges that should be considered to sustain internationalization is that assurance of faculty professional development is to sustain equivalent teaching and delivery standards. Therefore, study investigated by Chalmers, D., & Gardiner, D. (2015) [7] on the impact of faculty professional development was in relation to teaching and learning, the study concluded that professional development should be linked to the main target and consider faculty background and context.…”

Section: Academic Planning Framework (Resources Planning and Delivery)mentioning

confidence: 99%

The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework

AlDhaen¹

2020

ujer

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The Majority of Higher Education Institutes attracted international collaboration and affiliations as part of internationalization strategy. Upon hosting an academic programme, both universities must assure that the programmes are equivalent in standards, with mutual agreement upon the methodology of delivery. The purpose of this study is to share successful practices of universities that sustained hosting cross boarder academic programmes hosted by local universities with international award from the UK and USA at postgraduate level. The paper will share the method and the adapted framework to enable a long-term relationship between both HEIs, compliance with regulatory requirements, as well as addressing graduate attributes in line with both HEI's missions. This paper will also demonstrate challenges and advantages of alignment to local qualification framework to maintain the equivalency of standards that leads to a sustainable internationalization strategy. As a major conclusion, this paper will demonstrate strategic decisions that could be adapted by leaders of Higher Education Institutions, while considering International collaboration or activating an International agreement. We can analyse this by considering local regulatory requirements and alignment with National Qualification Framework as well as linking the policies and procedures to United Nations Sustainable Development Goals. The findings of this paper provide insights for leaders of Higher Education Institutions and regulators to align their frameworks and policies to support Internationalization.

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“…However, little research exists that investigates this matter. Whilst Henderson, Barnett and Barrett (2017) identify activities associated with ensuring successful TNE delivery, this merely represents one side of the operational coin. The other side, being knowledge of how to create systems that support QA within TNE contexts.…”

Section: Tne Quality Assurance and Academic Staffmentioning

confidence: 99%

“…In a TNE context, one may argue that maintaining and monitoring quality is even more arduous, since it involves a series of duediligence tasks. These range from the identification of appropriate models for delivery, the sourcing and evaluating of partners and the negotiation of agreements; to more operational focused activities, including the managing of cultural differences, expectations, curricula and assessments (Helms, 2015;Henderson, Barnett & Barnett, 2017). It is vital therefore, that stakeholders charged with the management of TNE at partner institutions, understand their responsibilities and take ownership of their TNE service, so quality is continuously monitored and maintained.…”

Section: Introductionmentioning

confidence: 99%

Are Degree-Awarding Institutions Doing Enough to Support the Implementation of Quality Assurance in Transnational Higher Education Partnerships?

Bordogna

2019

Journal of Studies in International Education

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As transnational education grows in complexity, it is imperative degree-awarding institutions develop ways to ensure the quality of their offshore provision. Although agencies, such as the Quality Assurance Agency (QAA) in the United Kingdom and Tertiary Education Quality and Standards Agency (TEQSA) in Australia, safeguard standards through guidelines and reviews, it is vital degree-awarding institutions consider their own actions in the pursuit of academic quality. Although codes of conduct can guide quality assurance, this article suggests these documents are not enough to ensure quality education occurs. Offering a study of two Chinese–British transnational partnerships, this article identifies two key challenges that can affect the implementation of quality assurance at the operational level: time and cultural difference. The findings suggest that senior managers at degree-awarding institutions should consider how their structures and policies encourage and support the implementation of quality assurance at the operational level.

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New developments in transnational education and the challenges for higher education professional staff

Cited by 6 publications

References 1 publication

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The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework

Are Degree-Awarding Institutions Doing Enough to Support the Implementation of Quality Assurance in Transnational Higher Education Partnerships?

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