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Whether TNE is permitted vs quality assurance and recognition of TNE: (countries highlighted which allow TNE and support quality assurance of TNE)
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The quest for excellence is encouraging a growing number of higher education institutions (HEIs) to reach out to international audiences, partners and collaborators. Increasingly, national governments are also recognising the advantages international engagement brings to their education systems, economy and society. National support for higher educ...
Citations
... Admittedly, Anglophone countries receive the greatest financial gain due to their leading share in the global education market. According to the British Council, countries that rank as "very strong" based on ISR are mostly Anglophone or use English as a medium of instruction (EMI) and regard higher education as a crucial export (Ilieva et al., 2017). In the United Kingdom, education-related exports generated almost GBP 20 billion in 2016, while international students and visitors supported over 940,000 jobs. ...
... Therefore, universities are tending to keep their graduate attributes in line with globalization imperatives, fostering the internationalization attributes such as competences in intercultural communication, international literacy, international consciousness, global awareness and global perspectives (Maringe et al., 2012). TNE, as one form of international education, providing costeffective forms of international learning with limited or no overseas travel, has been rapidly developed over the years (Ilieva et al., 2017). But there is still an absence of systematic research in this area, partly due to disregard shown toward TNE as an area of Higher Education strategy and policy in the research agenda of Higher Education institutions and government bodies (Tsiligiris and Lawton, 2018). ...
With the internationalization of higher education, transnational education (TNE) has gradually become one of the main means to mobility of education resources in many countries. There have been many studies on service quality research, but not many of these studies attempt to directly explore the in-depth factors contributing to service quality. This study investigated the factors impacting the quality of TNE based on the interpretation of students’ experiences on a Sino-UK MA program. Semi-structured interviews with seven participants revealed that high-quality educational resources and professional and sympathetic lecturers are the two major factors impacting the service quality. The results suggested that educational resources that meet the local social needs are considered desirable service offerings. Lecturers are key factors guaranteeing the service delivery. This study sheds light on service quality components of TNE that have not been given much attention in the literature of previous research, as well as informs host and export institutions on TNE programming.
... There is a broad and ever-expanding literature on student mobility in the Higher Education context. In their contribution Ilieva et al. (2017), for example, argue that student migration and international student mobility (ISM) remain the most visible aspects of the internationalization of higher education. The importance of ISM to the internationalization of Higher Education is also addressed by Bohm et al., (2004). ...
The 10th Migration Conference, TMC 2022 was hosted by the Faculty of Law, Economic and Social Sciences Agdal of Mohammad V University, Rabat, Morocco and organised by AMERM (l’Association Marocaine d’Etudes et de Recherches sur les Migrations) and IBS (International Business School, UK. The TMC 2022 Rabat was the first time such a major conference on migration held in Africa. The Conference accommodated discussions involving ministers, politicians, practitioners, lawyers, academics, media, experts, young researchers and students, practitioners and wider public. This conference was the first in person event in the series after two years of COVID-induced virtual conferences.
... de la II Encuesta Regional sobre Internacionalización de la Educación terciaria en América Latina y el Caribe, realizada en 2021, por el Observatorio Regional de Internacionalización y Redes de Educación terciaria en ALC (OBIREt) (Gacel-Ávila & Vázquez-Niño, 2021). Asimismo, para enriquecer el análisis se integra una perspectiva global y comparada utilizando datos de estudios, tales como los de la 5 a Encuesta Global de la Asociación Internacional de Universidades (Marinoni, 2019), y los del Consejo Británico (CB) sobre las tendencias globales de la internacionalización de la educación superior (Ilieva & peak, 2016;Ilieva et al., 2017;Usher et al., 2019). ...
La pandemia ha sido un “punto de inflexión con importantes efectos para el futuro de la internacionalización, convirtiéndose en una oportunidad para reexaminar sus valores, objetivos, estrategias y prioridades”. Las formas actuales de internacionalización deben ser reevaluadas para reafirmar los valores y principios del aprendizaje intercultural, la cooperación interinstitucional basada en el beneficio y respeto mutuo, la solidaridad y asimismo el acceso a sus beneficios debe aumentar drásticamente (Gacel-Ávila, 2021, p.46). En esta perspectiva, el artículo analiza de manera crítica y comparada el estado actual de la internacionalización de la educación superior en la región, basado en los principales hallazgos de las más recientes encuestas realizadas en la región y el mundo. La discusión se centra en las características de la región, con el propósito de determinar la factibilidad de transitar, en un contexto pos-pandémico, de una internacionalización centrada en la movilidad, hacia un enfoque inclusivo que beneficie a un mayor número de estudiantes y actores sociales, como lo proponen los conceptos de la internacionalización de la educación superior para la sociedad y de internacionalización en casa. El trabajo muestra que esta transformación podría ser altamente compleja para la región, debido a que antes de la pandemia, su proceso de internacionalización carecía de consolidación e institucionalización; dos aspectos fundamentales para lograr este cambio.
... Simultaneously, over the past two decades, the Vietnamese government has implemented strategic policies to encourage both self-funded and scholarship-funded overseas study through a multiple governmental schemes such as Project 322, 911 and recently Project 89. In a report by Ilieva et al. (2017), Vietnam is also portrayed as very strong in both regional and global scale for having national policy and regulatory environment to support international student mobility. As (Tran et al., 2014) comment, the promotion of student and staff mobility of the Vietnamese government is regarded as a strategic vehicle for human resource development in order to enable Vietnam to catch up with the growth levels in the Asia-Pacific region and to improve the quality of the domestic tertiary education sector. ...
This article reports a study that investigated Vietnamese doctoral students’ motivations to pursue their doctoral study outside their home country. Analyses of in-depth interviews with 19 participants revealed what made a PhD abroad imaginable to them, thus revealing the motivational factors for Vietnamese doctoral students to sojourn for their academic undertakings, including professional requirement and academic development, life enrichment and self-exploration, prior transnational experiences and funding availability. Using the conceptual tools of imagination and capacity to aspire, the study highlights not only the capacity to navigate the horizons of aspirations of Vietnamese doctoral students but also the unevenness of imaginative spaces among them. Going beyond the push-pull framework or the traditional binary of external-internal motivation, this study, with a particular focus on imagination and aspiration, emphasises the capacity of the doctoral students and the socio-cultural context that made a PhD abroad a possibility for them. It further illuminates how their capacity to aspire was different from one another, leading to dissimilarities in their imaginative space and maps of horizons.
... Admittedly, Anglophone countries receive the greatest financial gain due to their leading share in the global education market. According to the British Council, countries that rank as "very strong" based on ISR are mostly Anglophone or use English as a medium of instruction (EMI) and regard higher education as a crucial export (Ilieva et al., 2017). In the United Kingdom, education-related exports generated almost GBP 20 billion in 2016, while international students and visitors supported over 940,000 jobs. ...
... A worldwide census of national policies carried out by Crăciun (2018) reveals that only 11 percent of countries worldwide have an official strategy for internationalization, most of them adopted in the past decade. These strategies have been developed predominantly by high-income countries -75 percent by members of the OECD, and two-thirds by European countries, with programs such as Erasmus+ and Horizon 2020 furthering the regional harmonization of higher education systems in that region (Ilieva et al. 2017). This is not to say that other countries have not taken measures to promote internationalization. ...
Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic?
... Vietnamese students can work on a part-time basis while studying, and this is a significant attraction factor. Universities in the UK also financial assistance and scholarships to students with exceptional performance (Ilieva et al., 2017). Hence, this also pulls Vietnamese students into enrolling to these learning institutions. ...
... Moreover, Vietnamese further consider programmes that offer hands-on experience, industrial training, and attachment. A majority of the UK universities offer courses and programmes that fulfil student needs and enhance their experience, which attracts a majority of the Vietnamese students (Ilieva et al., 2017). Similarly, according to previous studies, international students believe that the courses offered in international universities are better than those in their countries. ...
... Testimonials help Vietnamese students understand the culture in different institutions of interest. The UK institutions have an international education strategy that focuses on attracting students from all spheres (Ilieva et al., 2017;Ilieva and Peak, 2016). The strategy focuses on fostering the mobility of prospective students through testimonials. ...
Many aspects impact the decision to select universities in a particular country. Based on the pull factors, Vietnamese students choose to join a given UK university because of political stability, lifestyle, the image of the institution, learning English, cost, quality of courses, the ability to succeed and job prospects. That is why Vietnamese students select highly marketable courses. Contrarily, the push factors for Vietnamese students to select UK universities include reference groups like family and friends, academicians, students, and alumni. The paper also compares these factors to other prospective students from China, Taiwan, Malaysia, Hungary, and other countries globally.
... Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they also attract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, ...
The Institute of International Education (IIE) 2018 Open Doors report highlighted that the United States is the leading international education destination, having hosted about 1.1 million international students in 2017 (IIE, 2018a). Despite year over year increases, U.S. Department of State (USDOS, 2018) data show that for a third year in a row, international student visa issuance is down. This is not the first decline. Student visa issuance for long-term academic students on F visas also significantly dropped following the 9/11 attacks (Johnson, 2018). The fall in issuances recovered within 5 years of 2001 and continued to steadily increase until the drop in 2016.
Taken together, the drops in international student numbers indicate a softening of the U.S. international education market. In 2001, the United States hosted one out of every three globally mobile students, but by 2018 it hosted just one of five (IIE, 2018b). This suggests that over the past 20 years, the United States has lost a share of mobile students in the international education market because they’re enrolled elsewhere.
The Rise of Nontraditional Education Destination Countries
Unlike the United States, the percentage of inbound students to other traditional destinations such as Canada, the United Kingdom, France, and Germany, has remained stable since the turn of the 21st century. Meanwhile, nontraditional countries like the United Arab Emirates (UAE) and Russia are garnering more students and rising as educational hotspots (Knight, 2013). The UAE and Russia annually welcome thousands of foreign students, respectively hosting over 53,000 and 194,000 inbound international university students in 2017 (UNESCO Institute for Statistics, 2019). This is not happenstance. In the past 5 years, these two countries, among others, have adopted higher education internationalization policies, immigration reforms, and academic excellence initiatives to attract foreign students from around the world.
The UAE is one of six self-identified international education hubs in the world (Knight, 2013) and with 42 international universities located across the emirates, it has the most international branch campuses (IBCs) worldwide (Cross-Border Education Research Team, 2017). Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they alsoattract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, 2018). The Centennial 2071 strategic development plan aims for the UAE to become a regional and world leader in innovation, research, and education (Government.ae, 2019), with the long-term goal of creating the conditions necessary to attract foreign talent.
Russia’s strategic agenda also intends to gain a greater competitive advantage in the world economy by improving its higher education and research capacity. Russia currently has two higher education internationalization policies: “5-100-2020” and “Export Education.” The academic excellence project, known as “5-100-2020,” funds leading institutions with the goal to advance five Russian universities into the top 100 globally by 2020 (Ministry of Science and Higher Education of the Russian Federation, 2018). The “Export Education” initiative mandates that all universities double or triple the number of enrolled foreign students to over half a million by 2025 (Government.ru, 2017). These policies are explicitly motivated by boosting the Russian higher education system and making it more open to foreigners. Another growing area is international cooperation. Unlike the UAE, Russia has few IBCs, but at present, Russian universities partner with European and Asian administrators and government delegates to create dual degree and short-term programs. Historically, Russia has been a leading destination for work and education migrants from soviet republics in the region, but new internationalization policies are meant to propel the country into the international education market and to attract international students beyond Asia and Europe.
Future Trends in 21st Century International Education
Emerging destination hotspots like the UAE and Russia are vying to become more competitive in the global international higher education market by offering quality education at lower tuition rates in safe, welcoming locations closer to home. As suggested by the softening of the U.S. higher education market, international students may find these points attractive when considering where to study. Sociopolitical shifts that result from events such as 9/11 or the election of Donald Trump in combination with student mobility recruitment initiatives in emerging destinations may disrupt the status quo for traditional countries by rerouting international student enrollment to burgeoning educational hotspots over the coming decades.
... Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they also attract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, ...
