Quality Assurance in Transnational Education

Coleman, David L.

doi:10.1177/1028315303255597

Cited by 70 publications

(63 citation statements)

References 1 publication

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“…Some students even flagged these two aspects as clear advantages. Although students did identify many areas for improvement, they also realized that exact similarity of their learning experience compared with home students would be unattainable, as Coleman was already keen to point out [31]. In all, this study seems to suggest that although an alleged “culture shock” [10, 17, 18] could indeed be observed in these medical curriculum partnerships, its consequences were of manageable magnitude.…”

Section: Discussionmentioning

confidence: 86%

“…Such hurdles represent a serious threat not only to deliver comparable quality but also to prepare students to work in the host context. Potential ways for institutions to anticipate such problems, for instance, are to include compulsory host-language instruction in the pre-clinical years or to organize a binary clinical placement system whereby students who speak the host language see host country patients, and those who do not encounter English-speaking patients [14–16, 28–31]. …”

Section: Discussionmentioning

confidence: 99%

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Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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BackgroundThe past decade has witnessed an upsurge in medical curriculum partnerships established across national boundaries to offer students at the foreign institution (host) a learning experience comparable to that of students at the exporting institution (home). However, since the learning environments and national healthcare contexts differ greatly between institutions, concerns have been raised in the literature about potential low quality of curriculum delivery, inadequate preparation of students to practice in the host country healthcare setting, and a culture shock for host students having to study a home curriculum.. The experiences and opinions of medical students related to these concerns have not been investigated. This study takes an explorative approach on key challenges faced by host institution students.MethodThree hundred sixty-one host students recruited from 3 partnerships completed a survey about their motives, transition from high school, language, preparedness for practice, future career planning, and general satisfaction. Descriptive statistics of closed-ended items and thematic analysis of open-ended items were performed.ResultsFindings revealed that students generally held positive views of the education they received. Switching to a new language of instruction (English) and learning environment was not perceived as a major obstacle. However, a significant portion of students who as non-nationals did not speak the language of the patient population felt this complicated effective workplace-based learning.ConclusionDespite differences in learning experiences, host students felt the partnership afforded opportunities to acquire unique academic competencies and boost their career. Further adaptation of the home curriculum to the host country healthcare system may be beneficial, without losing sight of medical curriculum partnerships’ potential to offer graduates an international outlook on global healthcare.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1239-6) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

et al. 2018

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“…While the world has seen a steady increase in the establishment of national quality assurance agencies (Salter & Tapper, 2000;Westerheijden, Stensaker, & Rosa, 2007), there are fundamental challenges regarding the quality assurance of the international activities of universities and colleges (Coleman, 2003;Kehm, 2003;Verger, 2010).…”

Section: Introductionmentioning

confidence: 99%

A conceptualisation of available trust-building mechanisms for international quality assurance of higher education

Stensaker

Maassen

2015

Journal of Higher Education Policy and Management

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While external quality assurance in higher education was originally developed to cater for various domestic needs, recent decades have seen various attempts in the use of quality assurance also as a mechanism for creating more trust in cross-national higher education activities. In this article, a conceptual framework for analysing available trust-building mechanisms in higher education is presented, and it is discussed how the different mechanisms identified impact the current development in international quality assurance. The article further discusses how the current dynamics in the international quality assurance area could be interpreted and concludes by pointing to future pathways for building trust in this area.

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“…Franchising refers to arrangements where transnational education is provided to both local and foreign students in local learning centres. According to Coleman (2003), franchising is the most popular yet least monitored mode of transnational education. The active involvement of these private higher education providers in the delivery of imported programmes has since added another layer of complexity in quality assurance given the distance between the exporting university from the private higher education providers.…”

Section: Methodsmentioning

confidence: 99%

Do Too Many Rights Make a Wrong? A Qualitative Study of the Experiences of a Sample of Malaysian and Singapore Private Higher Education Providers in Transnational Quality Assurance

Lim

2010

Quality in Higher Education

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Assuring the quality of transnational education has been an endeavour of increasing importance in the internationalisation of higher education but is also increasingly challenging given the involvement of many stakeholders. This paper focuses on the experiences of and challenges faced by private tertiary education providers in Malaysia and Singapore, which are major importers of Australian degrees, in coping with the varied and increasingly demanding requirements of different quality assurance goals, emphases and systems. Interviews with staff from private providers of tertiary education in both countries revealed that the existence of a large number of different requirements based on varied standards leads to counter-productive and ineffective outcomes such as the diversion of resources. The experiences of Malaysia and Singapore provide valuable lessons for emerging economies, including China and India, both of which will likely be major educational providers in the coming decades.

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Quality Assurance in Transnational Education

Cited by 70 publications

References 1 publication

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Crossborder curriculum partnerships: medical students’ experiences on critical aspects

A conceptualisation of available trust-building mechanisms for international quality assurance of higher education

Do Too Many Rights Make a Wrong? A Qualitative Study of the Experiences of a Sample of Malaysian and Singapore Private Higher Education Providers in Transnational Quality Assurance

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