This document summarizes a panel discussion on transnational education strategies. The panelists discussed their experiences with different transnational education models and what strategies worked and didn't work for their institutions. Nottingham Trent University focuses on dual degree programs to provide international experiences for students, while franchise and validation programs do not align with their strategy. Monash University operates campuses globally but finds models are evolving. Stenden University has international branch campuses in multiple countries but learned regular leadership changes are a challenge and objectives must align between partners.

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EAIE Annual Conference 2014 SESSIONS - 6.02 Transnational Education Strategies: What Works, What Doesn’t?
•Rahul Choudaha, PhD Chief Knowledge Officer & Sr. Director of Strategic Development World Education Services, New York rahul@wes.org
•Nigel Healey, PhD Pro-Vice Chancellor (International) Nottingham Trent University nigel.healey@ntu.ac.uk
•Eugene Sebastian, PhD Director, Global Engagement Monash University, Melbourne eugene.sebastian@monash.edu
•Robert Coelen, PhD Vice-President International Stenden University of Applied Sciences, Netherlands robert.coelen@stenden.com
What worked and didn’t work with your transnational education strategies?

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Transnational Education Strategies: What Works, What Doesn’t?
Rahul Choudaha, PhD
Chief Knowledge Officer
World Education Services, New York
rahul@wes.org
wes.org/RAS
@WESPicks
EAIE Annual Conference
Prague | September, 2014

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Research-based consulting solutions on student mobility, international enrollment, and transnational education
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Download free research reports from wes.org/RAS

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1. Diverse markets

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2. Diverse students
Academic Preparedness
Financial Resources
Low High
Low High
STRIVERS Advancement
HIGHFLIERS
Prestige
EXPLORERS
Experience
STRUGGLERS
Immigration
Source: Know your international student – Global or glocal? http://bit.ly/TNEglocal
‘Global’ – not interested in Transnational Education
‘Glocal’- interested in Transnational Education

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2. Diverse strategies
Resources
Qualitative Control
Complexity
Type of Global Engagement
Validation
Franchise
Twinning program
Fly-out model
Dual degree program
Joint degree program
International branch campus
Low
High
MOOCs: Uncertain?
Unsustainable?

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“Strategy renders choices about what not to do as important as choices about what to do.”
Source: Michael Porter “What is Strategy?” Harvard Business Review

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Strategic choices for transnational education
http://www.guinnessworldrecords.com/most-chainsaw-juggling-catches/
students
models
markets

10. Transnational education strategies: what works, what doesn’t? The view from Nottingham
Professor Nigel Healey
Pro-Vice-Chancellor (International)
17 September 2014

11. Overview of TNE @ NTU pre-2012
•Nottingham Trent University:
–Founded 1843
–University status 1992
–28,000 students on-campus (3,000 international)
–7,000 transnational students
•1990s:
–Opportunistic internationalisation (predated international recruitment)
–Funding for capacity-building in central and eastern Europe (TEMPUS, TACIS)
–Mostly franchise and validation (some foreign language delivery)
•2000s:
–Legacy franchise / validation partnerships continued
–Growth in flying-faculty delivery
11

12. How does TNE fit with current institutional strategy?
•Current objective of internationalisation is to create a meaningful international learning experience for NTU students so they graduate as highly employable global citizens
•Focus on:
–Curriculum / student body / student mobility / faculty development
–Delivered through international partnerships
•What TNE fits this strategy?
–Dual / double / joint degrees – with student and faculty exchange
–Flying faculty programmes – faulty development, research collaboration
•What TNE doesn’t fit this strategy?
–Franchise / validation
12

13. What is the TNE model at NTU?
•Primary focus is on dual degrees with university partners:
–variety of forms depending on regulatory environment
–Continental Europe: 1+1 masters
–China: 3+1+1
•Secondary focus is on flying-faculty delivery
•Aims of TNE strategy:
–international student recruitment (€)
–reputation enhancement (indirect student recruitment)
–diversification of student body
–scope for meaningful knowledge exchange /research collaboration
–opportunities for outbound student mobility
13

14. What are some of the “lessons learned”?
•Know WHY you are engaging with TNE:
–TNE is not a “pot of gold”
–costing TNE provision is a nightmare
•Changing strategy is tough - it is very hard to exit TNE partnerships which no longer align with strategy
•Building new TNE partnerships takes time, institutional commitment and strong personal relations
•It is easier to build teaching than research partnerships
•Always expect TNE partnerships to over-promise, under-deliver
•Major risks
–personnel and institutional goals change over time
14

15. Transnational Education Strategies: What works, what doesn’t?
Dr Eugene Sebastian Director Global Initiatives, Office of the President Associate Dean, Global Engagement, Faculty of Medicine, Nursing & Health Sciences
15

16. 16
Monash network of campuses, academies and alliances
Melbourne, Australia
Malaysia
China
South Africa
UK
Campuses, Academies & Alliance
•Established 1958
•Total 64,500 students
•22,130 international students
•285,000 alumni network
Indonesia
Italy
India

17. 17
Our international strategy is evolving…
• Connecting to Asia’s major ‘innovation hubs’
• International models are evolving
• Connecting to industry

18. 18
Lessons learned…
1.Policy Opportunities - Understanding the contextual factors that shapes the prospects and form of institutional response
2.Mobilising structures
•Mission alignment
•Governance structures
•Systems alignment
•Academic alignment

19. Transnational Education Strategies: What Works, What doesn’t
Robert Coelen, PhD Professor Internationalisation of Higher Education Robert.coelen@stenden.com

20. 20
Education in a changing world
•Where is the demand for education going to be in one and a half decade? – 66% of global middle classes live in Asia-Pacific in 2030 – can they develop sufficient HEI resource of good quality in sufficient time?
•Stenden’s strategy has been to prepare students for a global workplace:
•Mobility opportunities, inbound, outbound
•Internationally informed curricula
•International class rooms, PBL-based pedagogy

21. 21
•4: Qatar (2000), South Africa (2001), Thailand (2007), Indonesia (2010)
•Composition:
•750 degree-seeking students, mostly expatriate staff, some local staff, some home campus staff, ~600 intercampus mobile students
•Different operational, legal, and cultural contexts
•2 partners with educational institutes, 1 wholly owned, 1 non- educational partner
•Strategy:
•Must offer opportunities for programs that we cannot offer at home;
•Parallel programming & intercampus collaboration leads to more robust and internationalised curricula
Stenden IBC’s

22. 22
•Regularly approached by potential partners
•In the past looked at opening IBC’s at other locations
•Total of 34 years of IBC experience in 4 locations
•Need to have senior executive at IBC who understands the home institution, educational philosophy, clear about the objectives
•Partner objectives must match with that of home institution
•E.g. a partner with a financial objective and a home institution with an academic objective is unsustainable
•All layers in a partner organisation must support the project
•Staff turn-over (influenced by the location & environment)
•Host country authorities must be involved in approvals for setting up
Stenden Experience

23. 23
•Growing number of students select intercampus mobility as part of their international experience
•Staff and curriculum development through inter-campus collaboration: primary internationalisation of the curriculum
•Campuses grow in their interaction with environment, resulting in additional opportunities for students beyond the campus:
•South Africa: 53 community projects, social work experience, hotel management in university managed hotel
•Qatar: increasing collaboration with local government authorities on tourism, international conference, hotel management in university hotel
•Thailand: projects in community based tourism, economic impact
•Indonesia: projects in relation to development of primary education
•Campus in South Africa started new program, not available at home campus
•Expansion of the recruitment efforts across campuses
Stenden Experience

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Diverse priorities, diverse strategies…

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Questions/comments/experiences…
What is your global engagement strategy?
What worked for you? What didn’t work for you?
•Rahul Choudaha, PhD
rahul@wes.org
•Eugene Sebastian, PhD
eugene.sebastian@monash.edu
•Nigel Healey, PhD
nigel.healey@ntu.ac.uk
•Robert Coelen, PhD
robert.coelen@stenden.com