The need for context-sensitive measures of educational quality in transnational higher education

Pyvis, David

doi:10.1080/13562517.2011.570436

Cited by 53 publications

(57 citation statements)

References 6 publications

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“…For emerging economies, there is clearly a need for a tailor-made MBA curriculum to meet such needs. This finding is also consistent with calls made by past researchers, Pyvis (2011) and Anto (2012).…”

Section: Discussionsupporting

confidence: 95%

Master of Business Administration (MBA) student outcomes in Vietnam

Vickers

Fernandez

2015

Education + Training

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Purpose -Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students' views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach -Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings -Graduates' views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates' original expectations were met. Research limitations/implications -This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications -The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate's original expectations, needs and wants. Here, empirical evidence of this intersection is exa...

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Section: Discussionsupporting

confidence: 95%

Master of Business Administration (MBA) student outcomes in Vietnam

Vickers

Fernandez

2015

Education + Training

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“…38 As this a not a clear-cut distinction, there is a need for good examples from case-based research to determine where the line is best drawn. A slightly different point of view is advocated by Pyvis 54 , who stresses that frameworks or codes should not be applied too rigidly, claiming that the relative quality of foreign programs should be judged by comparing them with other programs in the host country (rather than by comparing programs offered by the home institution through the host institution and at home).…”

Section: Discussionmentioning

confidence: 99%

“…Failing to do so might result in host graduates lacking the required skills to work in the host context. 53 Kinser and Lane 54 reported a range of ways in which crossborder curricula have been implemented. At one extreme, some host staff were expected to replicate the curriculum developed in the home institution without considering the host conditions.…”

Section: The Paradox: Standardisation Versus Adaptationmentioning

confidence: 99%

Copy but Not Paste

Waterval¹

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“…In addition, while quality academic programs, reputation, and brand are key to success for both home and host campus partners (Kinser & Lane, 2014;Pyvis, 2011;Yuan et al, 2016) and studies have argued that stakeholders influence reputation and brand (Farrugia & Lane, 2013;Gregory, 2007;Karram, 2014), there is limited empirical research on how stakeholders influence brand in HEIs (Waeraas & Solbakk, 2009) and at IBCs in particular (Wilkins & Huisman, 2015). Lane (2011b) identified the need for more field based study on stakeholder influence on strategy development at IBCs and Owens and Lane (2014) called for more empirical evidence that goes beyond current research using secondary data.…”

Section: Problem Statementmentioning

confidence: 99%

“…citations, funding and awards), and indicators of reputation (McBurnie & Ziguras, 2007, p.108-110). IBCs are expected to meet global standards and provide education equivalent to that offered at the home university (Altbach, 2015) while simultaneously meeting quality measures that vary based on local and global expectations and standards (Pyvis, 2011).…”

Section: International Branch Campusesmentioning

confidence: 99%

Stakeholder influence on branding strategy at an international branch campus

Ellison¹

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The number of international branch campuses (IBCs) has grown exponentially in recent years and higher education institutions are investing significant resources in them. IBCs are complex organizations, operating in a competitive environment that is simultaneously local and global, in an industry where reputation and brand are paramount. This single-site case study, conducted at an established IBC located in Eastern Europe operated by a private U.S. university, investigated how stakeholders were engaged in and influenced a specific strategy to more closely align the brand of a maturing IBC with that of the home university. Data was collected through in-depth interviews, observations, and document review, and the researcher used the Stakeholder-brand Keywords: international branch campus, stakeholder influence in higher education, branding in higher education, cross-border education, international higher education 3 Acknowledgements

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The need for context-sensitive measures of educational quality in transnational higher education

Cited by 53 publications

References 6 publications

Master of Business Administration (MBA) student outcomes in Vietnam

Master of Business Administration (MBA) student outcomes in Vietnam

Copy but Not Paste

Stakeholder influence on branding strategy at an international branch campus

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