Bo Border der Hi High gher Educ ucat ation on: Ch Challenge - - PowerPoint PPT Presentation

Manama – Kingdom of Bahrain www.qaa.edu.bh

Trends nds and nd I Iss ssue ues s in n Cr Cros

• ss

s Bo Border der Hi High gher Educ ucat ation

• n:

Ch Challenge nges s fo for GCC CC

Dr Tariq Al-Sindi - QQA QA Islamic Meeting & Seminar

Definiti inition n of CBHE

It may include HE by: CBHE has been defined as the movement of people, programs, providers, curricula, projects, research and services in higher education across national jurisdictional borders

(OECD and The World Bank 2007)

Public/Private Profit/non-Profit distance learning (range of technologies and including e- learning). From face-to face (students traveling abroad and campuses abroad)

to to

It encompasses a wide range of modalities:

Category

Forms and Conditions of Mobility

Development Cooperation Educational Linkages Commercial Trade

PEOPLE

Students Professors/scholars Researches/ Experts/consultants Semester/year aboard Full degrees Field/research work Internships Sabbaticals Consulting

PROGRAMS

Course, program sub-degree, degree, post-graduate Twinning Franchised Articulated/validated Joint/double award Online/distance

PROVIDERS

Institutions Organizations Companies Branch campus Virtual university Merger/ acquisition Independent institutions

PROJECTS

Academic projects Services Research Curriculum Capacity-building Educational services

“MOBILITY SHIFT”

Frame mework work For CBHE

Adopted from Knight 2005

Bra ranch nch Cam ampus uses: es: the key y TNE NE a activity ivity

Require large investment in human & physical resources. They provide fast upgrading of educational quality in the country.

Br Bran anch h Ca Campuses uses

Increa creasing sing number ber of BC BCs in the Gulf regi gion

Asia and the Gulf region have been identified as particular BC hot spots UAE is the country with the largest number of BCs in the world 40 200 BC across the world as December 2011

Bene nefits fits

Improves inter-cultural understanding Improves local education standards Increases local provision - meets unmet local demand Increases market opportunities + student numbers/income for institutions with demographic problems Reduce the infrastructure cost to the state Trade benefits (huge commercial potential) mobility of students - increase access to HE Globalization of labor market

Tensi nsion

• n

Risks to reputations (profit driven) Difficult recognition choices Problems over responsibilities Market challenges Challenges to QA processes (internal/external) Consumer protection issues – Degree Mills Commercialisation of HEI Inequitable provision compared to parent institution

• Population (>5% annually)
• Infrastructure
• Use of Technology

Str trate tegie gies s Fo For HE HE D Deve velopme

• pment

nt in n Gul ulf f Co Coun untr tries es

Fast growth

Need for Higher Education

 Develop & support national institutions  Branch Campuses of Foreign Universities  Partnership with Foreign Universities

Franchised programs Joint degree programs Less formal partnership

Str trate tegie gies s Fo For Enh nhanc nceme ment nt of

• f

Educ ucat ationa

• nal

l Qu Qual ality ty

Wh Which h Rou

• ute

te To

• Be

Be Adop

• pted

ted?

Kingdom of Saudi Arabia

• No international branch campuses
• No face-to-face transnational education
• Mainly to support national universities, and also to

encourage cooperation with foreign universities

Wh Which h Rou

• ute

te To

• Be

Be Adop

• pted

ted?

Sultanate of Oman

• Both,

Branch campuses & franchised programs are allowed

• Private HEI has to be affiliated with a foreign university
• Provides incentive for private HE
• 1 BC

Wh Which h Rou

• ute

te To

• Be

Be Adop

• pted

ted?

Kingdom of Bahrain

• Few transnational higher education providers
• Mainly to support national & private HEIs.
• Branch campuses and franchised programs are

also allowed

Wh Which h Rou

• ute

te To

• Be

Be Adop

• pted

ted?

Qatar

• Support branch campuses of top ranked foreign HEIs.
• Has 8 branch campuses of foreign universities
• Qatar Foundation has a goal to bring top 10 world class

HEIs

Wh Which h Rou

• ute

te To

• Be

Be Adop

• pted

ted?

Kuwait

• Few transnational higher education providers
• Encourage cooperation with foreign universities
• 2 BCs & 5 twinning/affiliations

Wh Which h Rou

• ute

te To

• Be

Be Adop

• pted

ted?

United Arab Emirates

• All HE models exist:
• National Universities
• Branch campuses
• Franchised programs
• Joint-degree programs
• Hosting quarter of branch campuses worldwide
• UAE is the country with the largest number of BCs in the world

: Factors in decision making

Wh Which h Rou

• ute

te (S (Str trate tegy gy) ) To Be

• Be

Adop

• pted

ted?

Decisions

Country’s own strategy, if available

Political , particularly in the absence of clear strategy Economic / financial

The Role le of Qu Quali lity y Assur uranc ance

The quality of CBHE is a shared responsibility between importing and exporting countries

• QA should cover CBHE in all its forms
• Stakeholders should collaborate internationally to

enhance the transparency about the quality of HE

• CBHE delivery should have the same quality as home

delivery

Recogn gniti ition n of QA a and TNE

With TNE IQA & EQA processes and procedures must be:

 no different than for traditional home-delivered education  consistent with national and international guidelines

With (JDs) ensure there is an appropriate ‘MoU’ established with clear responsibilities In the case of the recognition of TNE for admission or exemption procedures should be as rigorous. NQF will provide more transparency for the purposes of recognition and QA

BUT UT.. Can you cla laim im on QA QA w warranty? ty?

• Institutions use EQA or external accreditation as a

reason for students to trust them and their qualifications.

• Do accreditation and QA really do this job?
• How well does accreditation perform in CBHE?
• Does it really guarantee quality, in the way it’s often

portrayed as doing?

• If it does, can a student claim against the guarantee? From

anywhere in the world?

• If it doesn’t, what value does it have?

The e Ne Need d For r Guidelines delines or St r Stan andards dards

• support and encourage international cooperation

and understanding of the importance of quality provision in CBHE

• protect students and other stakeholders from

low-quality provision and disreputable providers

• encourage the development of quality CBHE that

meets human, social, economic and cultural needs

The Way Forw rward rd

Quality assurance

• have a IQA & EQA system
• have fair mechanisms for recognition of qualifications
• have regulatory framework at the regional levels for QA mechanism

Transparency and accessibility of information

• be transparent about what you do and make the relevant information

accessible internationally

• enable national authorities to collaborate in devising regulation for CBHE

Collaboration

• Strengthen your collaboration with other stakeholders in your country,

regionally and internationally

• Establish cross-border agreements among countries to discourage degree

mills (eg INQAAHE, ENQA, ANQAHE)

Lesson sson Learne rned: d: Ch Chall llenges ges

• There is a need for regional regulatory

frameworks to control transnational institutions

• CBHE needs to be

accessible, available, affordable, relevant and of acceptable quality

• Strengthen student mobility through

administrative procedures