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Showing posts with the label Branch Campus

Research on international student success: Principal Researcher of DrEducation serves as the special issues editor

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The Journal of International Students has released a special issue on International Student Success featuring a selection of research articles and commentaries to enhance institutional readiness for supporting and advancing the success of international students.

Dr. Rahul Choudaha, principal researcher, DrEducation served as the guest editor of the special issue. Dr. Krishna Bista, Chase Endowed Professor of Education, University of Louisiana at Monroe, is the editor-in-chief of the Journal.


The aim of this special issue is to advance the research agenda about the needs, experiences, and expectations of international students so that research can help build institutional readiness for supporting academic and career pursuits of international students.

This special issue includes a collection of 18 articles from 32 authors. They address several research concerns related to international student success including leadership self-efficacy, writing proficiency, mentorship, retention, stude…

Keynote on trends with regionally mobile 'glocal' students at IUNC Eurasia, Moscow 2016

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IUNC (International Universities Networking Conference) Eurasia conference will take place in Moscow, Russia from May 11-13. It will be bring together international educators and service providers responsible for recruiting international students, building global partnerships and supporting internationalization activities.


I will be delivering a keynote presentation on the overarching theme of global higher education trends and in specific focus on "New Opportunities of Engaging Regionally Mobile 'Glocal' Students."

In my previous articles, I have conceptualized ‘Glocal’ students as an expanding segment of students who seek international education experience/credential while staying in the country or region.

More than 4 million students were enrolled in tertiary education outside their country of citizenship, according to OECD. Nearly 800,000 or every one out of five foreign student in OECD countries come from neighboring countries that share land or maritime borders…

Transnational Education: A University World News webinar in partnership with DrEducation

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University World News will be hosting a free webinar in partnership with DrEducation, LLC on the theme of emerging trends and issues related to the growth and quality of transnational education on Tuesday, May 24, 2016.


[  The webinar recording is available here. ]
Cross-border delivery of higher education is becoming a financial necessity for some institutions and a strategic differentiation for others. Transnational education (TNE) takes many forms ranging from joint-degrees and branch campuses to recent emergence of technology-enabled learning. While TNE has provided new opportunities for global engagement and expansion for many institutions, these models often come with challenges of quality. Is growth of TNE dependent on more flexible standards of quality? Or, are we stifling innovation in TNE by putting too many barriers for experimentation?

• Rahul Choudaha, PhD, (Chair), Principal Researcher & CEO, DrEducation, LLC & interEDGE.org
• Nigel Healey, PhD, Pro-Vice-Chancel…

Mapping innovation opportunities in global higher education

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Innovation in internationalization of higher education is low, according to a quick poll of 112 professionals attending a session at the European Association for International Education (EAIE) annual conference in Glasgow. When participants were asked "How would you rate innovation in internationalization at your institution?", 47% reported it to be Low, 12% as High and balance 41% as Medium. I recently chaired this opening session on Innovation in Internationalization of Higher Education for EAIE's International Relations Managers (IRM).
While innovation may seem like a buzzword, in 1934, Schumpeter defined five areas of innovation — product innovation, process innovation, market innovation, input innovation and organizational innovation. More recently innovation is defined as “the co-creation or collaborative recombination of practices that provide novel solutions for new or existing problems”

A recent Study on Innovation in Higher Education from European Commission (E…

Growth in 'glocal' students in transnational education programs for England

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Transnational education is an increasingly important pathway for international students coming to the UK. They typically transfer from an overseas partner institution and then continue to stay to earn postgraduate program. This is the core finding of a recent research entitled "Transnational pathways to higher education in England" from HEFCE.

It notes that a third of the international (non EU) entrants to first degree programs (17,140 entrants) in England were transnational students, who transferred directly from overseas partner institutions. While this is a significant proportion of overall number of students enrolling in first degree programs, looking deeper into source countries, we notice that it driven by couple of countries. China and Malaysia form nearly 70% of transnational students transferring from overseas partners to England. Another interesting point is that there is very little traction for TNE programs among Indian students.

The report notes that transnati…

Latest Research on Transnational Education: Data and Insights from the UK

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Two recent research reports released in the UK on transnational education (TNE or cross-border education) provide extensive data and insights on latest trends, models, challenges and complexities with TNE. First, the Higher Education Funding Council for England (HEFCE), which distributes public money to universities and colleges in England,  released a report entitled "Directions of travel: Transnational pathways into English higher education". Here is the link to download the report.  This report aims to focus more on understanding pathways taken by students pursuing TNE in home country to programs in the UK. It highlights several interesting points including the fact that over a third of the international entrants (students) enrolling in first degree programs (bachelor's degree or undergraduate program) in 2012-13 came through programs delivered overseas by UK education providers through TNE models. Another fact is that TNE activities grew more among second and third…

Towards improved quality standards in transnational education

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The quality assurance mechanisms of transnational education (TNE) or cross-border education have not kept pace with the changes in the landscape of its activities and trends is the core argument of the article I co-authored with Richard J Edelstein, a research associate at the Center for Studies in Higher Education, University of California, Berkeley.

TNE is offered in a range of models, including branch campuses, licensed foreign degree programs provided by local institutions, articulation agreements, distance learning degrees and online degrees.
The variety of models is reflective of diverse contexts of source and destination countries, where demand from the emerging segment of ‘glocal’ students - who have aspirations to gain a global education experience, but want to remain in their local region/country - is creating new opportunities for institutions.
The landscape of TNE gets further complicated with the emergence of new distance learning technologies, such as MOOCs, that ar…

Can China become the hub of ‘glocal’ students? CACIE Conference 2014

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What are the drivers of international student mobility to China? What are the implications of these trends for Chinese Universities? Can China become the hub of ‘glocal’ students? This is the focus of the session I am chairing at China Annual Conference for International Education (CACIE) Forum on International Student Mobility on Sunday, October 26.

Mobility of Chinese students to the leading destinations like US, UK and Australia is a known trend. However, what has not gained enough attention is the increasing magnetism of China as a destination for international students. In 2009, nearly, 238,000 international students were enrolled in Chinese higher education institutions. In specific, number of foreign students enrolled in degree programs has doubled to more than 100,000 in five years.
However, what is hidden in this growth is the regional mobility of students. For example, two of our every three international students in China are from Asia. More Pakistani students are e…

Transnational education: what works, what doesn’t? EAIE session

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The future of transnational education (or cross-border) is quite uncertain and an overarching question arises for institutional leaders – are your transnational education strategies future-ready? Are they adaptable and sustainable for a complex environment which is primed to be disrupted by learning models like MOOCs? Do your strategies involve assessing the market demand and adapting to the emergence of a new segment of ‘glocal’ students? How do you plan to de-risk your infrastructure-heavy branch campus strategies?

In addition, the issues of quality are always threatening the growth and innovation in TNE. In my article in the recent issue of EAIE Forum magazine, ‘A question of quality in transnational education’, I ask how traditional definitions, expectations and models of quality assurance will be able to respond to an expanding scale and increasing complexity of TNE activities. TNE is growing not only in numbers but also in complexity. This makes the future unpredictable and r…

International Branch Campuses of UK Universities in UAE: Highlights from QAA

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Quality Assurance Agency of UK released a very insightful report entitled "Review of UK Transnational Education in United Arab Emirates." It provides an overview of the scale and scope of the overseas branch campus activity of British universities in UAE. It is an important indicator as, according to the report "the UAE is the country hosting the largest number of international branch campuses in the world, currently hosting 37 from 11 different countries, with the UK being the highest sending country."
The report notes that "of all UK higher education institutions, 70 of them (over 40 per cent) were engaged in some form of TNE activity in the UAE in 2012-13. This activity involves just over 15,000 students, representing an increase of 37 per cent during the past two years. This increase has been most noticeable in the number of students studying in the two large branch campuses of Heriot-Watt University and Middlesex University, which account for 78 per cent…

Diverse global engagement strategies: from branch campuses to online degrees

International branch campuses receive a lot of attention, however, they form a small proportion university internationalization strategies. More recently, online learning is showing promising potential for global engagement.
A recent report shows that the Massachusetts Institute of Technology, or MIT, is shaping its internationalisation future around its prior initiative like OpenCourseWare and now edX. It forecasts a future where education will be unbundled and degrees will be disaggregated "into smaller credential units such as course credentials, sequence credentials, and even badges" with the possibility that "the credentialing entity may be different from the institution that offers the course". The report adds that the "digital education revolution has the potential to alter the way MIT interacts not only with its on-campus students, but with an entire globe of learners".
Here is my full article published in University World News.
I recently ch…

Global reach of MOOCs: A comparison of HarvardX and MITx

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MOOCs are a learning innovation with technology as it's backbone. Any technological innovation goes through a phase of irrational exuberance to mature reality (Remember, the dot-com bust and now dot-com revival). MOOCs are going through similar evolutionary pangs. Learning innovations face quite a complex set of barriers due to the sheer sociopolitical and traditional nature of the education ecosystem and hence the future of MOOCs even more uncertain. However, I am optimistic about the access, outreach and continuing education potential of MOOCs. Consider the recent data released by HarvardX and MITx which provides insights about its global reach:


- World map of certificate attainment: 17.5% certificate attainment rate of student from Spain for HarvardX - World map of gender composition: 28% of registrants from Oman for MITx were female; higher than Germany (25%) - World map of education composition: 85% of registrants of MITx from France held a Bachelor's degree or higher as…

The role of online learning and glocal students in shaping university internationalization strategies

International branch campuses receive lot of media attention. Some of the recent endeavors from big brands like NYU Shanghai and Yale-NUS College, gives a perception that many more are building international branch campuses, however, they form a very small proportion of various models of engagement for university internationalization.
Consider the case of the UK, which have been promoting transnational education as a part of the national strategy, has less than 3% of all its TNE activity in branch campuses. Only ~17,500 of  ~600,000 students enrolled in an "overseas campus of a UK HEI." In addition, one out of five overseas students is studying for a UK degree through distance learning programs (Open University is the largest). This is also the learning model which is gaining a lot of buzz with technological innovation, MOOCS and competency-based learning.
In a recent presentation at the AIEA conference, the panel shared the opportunities and challenges presented by the use…

Founding Vice Chancellor of NYU Shanghai on making universities more transnational

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International branch campuses are resource-intensive, complex endeavors, especially in the context of the emergence of technology-enabled learning models. They become even more complex when reputation is involved, forcing some universities to reassess their investments and global expansion goals. However, two recent ventures which have been successful in taking their grand ideas to implementation, despite obstacles, are--Yale NUS and NYU Shanghai (disclosure: I also teaching graduate seminar at NYU Steinhardt on International Perspectives in Education Reform). Here is the interview with Prof. Jeffrey Lehman on his leadership experiences with NYU Shanghai. - Rahul Choudaha

Jeffrey S. Lehman, the founding vice chancellor of NYU Shanghai, previously served as founding dean of the Peking University School of Transnational Law, president of Cornell University, dean of the University of Michigan Law School, a professor of law and public policy at the University of Michigan, a practicing law…

Looking back at international higher eduction in 2013: The year of funding constraints, regulatory pressures and learning innovations

At the beginning of 2013, I projected that the three mega-trends influencing global higher education will be related to university budgets/funding, regulatory environment and technological innovations. I concluded that 2013 will be a year in which the higher education sector, will be under increasing pressure to justify its value, not only from financial and regulatory side pressures but due to emergence of competing technology-enabled learning models like MOOCs.

By the end of 2013, there have been several developments aligning with the  mega-trends forecast. Here are some of the key stories from 2013.

- Funding and university budgets: Given that higher education is tightly coupled with the economy, a sense of recovery is also reflecting a slight turnaround in university budgets in the US. However, optimism is not reflected in self-sufficiency through tuition revenue as the college enrollment in the US declines. In a recent survey,  about four in 10 public universities report that tui…

Campus President of Monash South Africa shares his views on transnational education in Africa

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In last couple of years, Africa has been gaining traction in terms of transnational education. It includes a diverse range of models from traditional branch campuses to emerging blended-learning models. Monash University South Africa had been one of the early movers in Africa and established the branch campus in 2001. More recently, Laureate International Universities partnered with Monash South Africa as a part of its strategy to invest in emerging markets. Here is a brief interview with Ron Pro Vice-Chancellor and Campus President of Monash South Africa who shares his experiences in institution building and offers recommendations to universities interested in engaging with Africa.-Rahul


Branch Campuses in Africa: New Transnational Education Market to Serve Demand from Glocals?

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In last couple of years, Africa has been gaining traction in terms of transnational education. It includes a diverse range of models from traditional branch campuses with Webster to blended-learning models with Kepler. Likewise, in terms of home countries, universities from Australia, the UK and the US are engaging with Africa. Here are some of the recent developments with transnational education in Africa:

Webster University in GhanaLancaster University in GhanaCarnegie Mellon University in RwandaKepler in Rwanda (with Southern New Hampshire University)Laureate University in South Africa (through Monash University)

Can Laureate Change the Landscape of Global Higher Education?

Earlier this year, IFC, a member of the World Bank Group, announced an investment of $150 million in common stock of Laureate Education, Inc., representing IFC’s largest education investment. This was a landmark development in the world of international higher education, as it validated the model of Laureate with a significant investment. What made Laureate so successful?


How to engage foreign universities in India?

The Foreign universities bill 2010 has attracted lot of curiosity and interest from media and universities to assess its potency and implications.  The bill is still pending after three years and it is pretty much written off. However, the recent executive order by the University Grants Commission allowing foreign universities to enter India has reignited the curiosity. In my commentary article "How to Engage Foreign Universities in India" published in Business Standard, I argue that the optimism is unfounded and it will again be a non-starter. The proposed order is not aligned with the reality of global higher education and the needs of Indian higher education. Here is the excerpt.

Why US and Australia should pay attention to UK strategy on transnational education?

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UK released its International education strategy that articulates a strategic intent towards the expansion of offshore activities of British Universities through a range of initiatives including transnational education and MOOCs. [I will be delivering a keynote at a conference discussing trends, practices and developments related to Transnational education in the context of this strategy. The conference to be held on October 22d in London is jointly organized by UCAS, Universities UK and the UK HE International Unit.]