Analytic Quality Glossary
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Citation reference: Harvey, L., 2004–12, Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com/glossary/
This is a dynamic glossary and the author would welcome any e-mail suggestions for amendments or additions.
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Transnational education is higher education
provision that is available in more than one country.
explanatory
context
Transnational education is associated with
but not identical to internationalisation.
analytical
review
British Council (undated) state:
Transnational education (TNE), in brief, means delivering education where the learners are located in a different country from the one where the awarding institution is based.
Global Alliance for Transnational Education (GATE, 1997) defined transnational education as an export product:
Transnational Education denotes any teaching or learning activity in which the students are in a different country (the host country) to that in which the institution providing the education is based (the home country). This situation requires that national boundaries be crossed by information about the education, and by staff and/or educational materials. (GATE, 1997, p. 1)
As McBurnie and Pollock (1998) note,
there are a variety of ways in which education is conducted transnationally,
including via: distance education (with or without local support); twinning
programmes; articulation programmes; branch campuses; and franchising
arrangements. Transnational education is attractive to students seeking to gain
a foreign qualification without moving from their country of residence. It can
also be attractive to employers and governments looking at options for human
resource development (including multinational or global corporations with a
geographically dispersed workforce). Education providers seeking ways to expand
their export markets are also attracted to the possibilities opened up by
transnational education
There are issues related to transnational
education, including cultural sensitivity, impacting on local higher education
systems, and consumer protection, which have led to codes
of practice
being drawn up.
There is a need for review systems to
address the quality of the education available. The operation of bogus or
substandard providers is an important Òconsumer protectionÓ concern. However,
even where a qualification is provided transnationally by a reputable
university, recognised or accredited by its home country, it is still necessary
to see whether the course content is the same as that provided at the home
institution, whether there is appropriate cultural sensitivity to the local
requirements; whether the methods of teaching are appropriate for achieving the
objectives of the course and taking account of local cultures; whether the
physical, administrative, communication and other resources are adequate to
support successful learning?
related terms
See also
sources
British Council, undated, Transnational Education available at http://www.britishcouncil.org/tne.htm, accessed 28 January 2012.
Global Alliance for
Transnational Education (GATE) 1997, Certification
Manual. GATE.
McBurnie, G. & Pollock, A, 1998,
ÔTransnational Education: An Australian ExampleÕ International Higher
Education, Winter, http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News10/text7.html