Transnational Education: Trend, Modes of Practices and Development

Abstract

Abstract-Transnational education is becoming a popular form of international higher education cooperation since late 1990s. Many universities from the developed nations are increasingly focusing on entrepreneurial activities by exporting their higher education to those developing societies with the exceed demands for higher education. Along with the recent innovations in information and communication technology, the international mobility of programs and institutions on a large scale since 1990s is becoming a special phenomenon while students mobility is continuing to grow in international higher education. As a form of academic mobility and market driven educational activity, transitional education is following the same pattern as international student mobility the major English speaking countries, such as UK, USA and Australia, are the primary and key service providers. However, the rising of regional hubs along with the entry of those countries without colonial and linguistic background like Taiwan is changing the landscape of transnational higher education. IndexTerms-AInternational higher education, transnational education, offshore program, modes of delivery, regional hub.

An Emerging Engineering Education-Oriented University–Industry Cooperative Practical Teaching Model for Electrical and Information Engineers

“…Emerging engineering education (3E) requires institutions of higher education to expand the education reform of engineering professionals, take advantage of the close relationships between institutions and industries, become oriented to the current and future needs of industrial development, and expand the content and key development areas of engineering programs to vigorously train professionals who are involved in engineering technological and industrial innovations [1]- [3]. Today, 3E-oriented practical teaching has become a focal area in the education reform of electrical and information engineering (EIE) disciplines.…”

Exporting Online Engineering Management Programs: Enablers, Barriers, and Descriptions of Programs at Two Universities

“…source countries) is thus provided by educational services from developed nations (i.e. host countries) [14], [15]. At present, the U.S. has been able to provide this educational service predominantly through Mode2 with India, China and the Middle East as the source of its largest consumers [8].…”

“…At present, the U.S. has been able to provide this educational service predominantly through Mode2 with India, China and the Middle East as the source of its largest consumers [8]. Thus, in many developed countries, international students have become an important revenue source for many of its institutions [15], [16]. Capturing more of the global market through a variety of modes, and higher tuition fees and cost of attendance for non-U.S. citizens or non-residents has the potential to further increase this economic benefit.…”

“…(2) Ease in market entry -The potential for cost savings and the ease of scaling encourages ongoing investments in online education by educational providers. Online programs are generally viewed as a low-cost alternative for delivering education to a greater number of students [15], [18]. That the cost is low from the university's perspective is due to handling a larger number of students at a higher margin per student than on campus [19].…”

“…(7) Competition -The online education market has become highly competitive, and universities are undergoing pressure to develop programs. The development of regional hubs for TNE make foreign higher education available regionally or locally at an affordable price [14], [15]. Many developing countries are attracting leading universities from host countries to offer their programs in-country (i.e.…”