studygroup.com transnational opportunities - reaching in-country markets dr dipu sebastian august 26...

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Transnational Opportunities - Reaching In-Country Markets

Dr Dipu Sebastian

August 26st 2015

Session Overview

• Transnational Education (TNE)• Opportunities • Challenges• Brainstorming/ Discussion• Comments and Questions

Slide 2

Transnational Education

• What is TNE?‘All types of education study programs, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based.’ (UNESCO)

• TNE vs ‘Student Mobility’

• Distance/ Online learning (incl MOOC)

• In-country delivery through,

• International branch campus

• Joint programs

• Dual programs

• Fly-out model

• Twinning/ articulation model

• Franchising

• Validation

Delivered to ‘Glocals’

Glocals

Choudada, 2015

48 campuses across Australia, NZ, UK, Europe, USA, Canada and Online.63,000 students from 170 countries.

Study Group – A TNE company

Taxila University 600 BC - 500 AD

68 subjects taught including Vedas, Grammar, Philosophy, Astronomy, Medicine, Surgery, Politics, Archery Warfare, Music, Commerce etc.

10,500 students – including students from China, Babylon, Syria, Greece etc. 

Nalanda University 500 AD - 1300 AD

300 lecture halls, laboratories, libraries and an observatory teaching Economics, Geography, Astronomy, Law, Medicine, Geology, Maths, Architecture, Metallurgy, Linguistics etc.

10,000 students – including China, Tibet, Korea, Japan, Greece Iran, Turkey, Indonesia etc.

A bit of history…..

• Established 2010

• Programs run in Collaboration with Yale, Illinois, Peaking, Chulalongkorn etc.

• Also funded by Australia, Singapore and China.

• Senior management, professors and staff from countries in North America, Europe and Asia.

Today…..

Levels of commitment inTNE

Resources Qualitative Control Complexity

Type of Global Engagement (Entry modes)

Low Validation

Franchise

Twinning program

Fly-out model

Dual degree program

Joint degree program

High International branch campus

(Choudaha, 2014)

TNE Stakeholders

TNE stakeholders can be categorised into:

• Providers - Academic partners

• Delivery staff - Faculty and staff engaged in delivery (potentially across different institutions)

• Consumers - Students and their families

• Regulators – Governments and accreditation agencies

• Beneficiaries - Employers and the community

• Collaborators - Local institutions

Challenge is to balance the needs of the various stakeholders

TNE in Australia

• In 2013, almost 160 000 international students were studying courses delivered by Australian providers.

• 85,000 (69%) students studying higher education courses at offshore campuses.

• 49,700 students studying VET courses by public providers offshore.

• Just 6800 students studied VET courses abroad through private providers (2011 data – limited data).

Source: IES Productivity Commission Research, 2015

TNE through public VET providers• 35,000 VET students (out of 47,000) based in China.

• 36,000 students studying courses that are also offered in Aus.

• 21,500 students studying diploma level courses.

• 14,000 student studying non-award courses.

• More than 80% of courses are delivered through local partnerships.

• 35 public providers delivering TNE.

• Slight drop in providers and courses 2009-2013.

Source: Delivery of VET Offshore by Public Providers 2013, DET

What do these figures really tell us?

• Limited data on private providers.

• Drop in VET TNE from 57% in 2003 to 27% in 2014. Why this disconnect?

• Almost a 10 fold increase in non-award VET courses between 2004 and 2013.

• Courses taught in English fell from over two-thirds to just under half between 2004 and 2013.

• Public VET providers are significantly larger than private providers in the TNE space.

• Increase in management, commerce, engineering and decline in IT, society and culture related courses.

Source: IES Productivity Commission Research, 2015

Opportunities – India and China

• Low access to higher education (e.g. 10% in India).

• India’s VocEd market worth $25billion by 2020.

• China’s Skill gap of 24million by 2020 has an opportunity cost of 250billion.

• GoI’s National Policy for Skill Development – government's ambitious plan to skill 500million workforce by 2022.

• Outdated local curriculum and lack of trainer expertise.

• Successful JV’s – e.g. Navitas, Charlton Brown, Holmes, BMHS, TAFE’s and Universities .

• Learnings from in-country experiences – e.g. innovations in scalability and delivering in diverse markets.

• Branding opportunities for on-shore delivery.

Challenges for ACPET members?

• Brand perception in high volume market (VET/ ‘non-university’)

• Competing with highly subsidised public providers (internationally).

• Revenue/ pricing models.

• Scaling

• Trusting local regulations and partners.

• Preservation vs localisation (protection of IP).

• Quality Assurance in complex and diverse environment (particularly for non-award).

• Recognition (e.g. Dip + Bachelor not recognised by AIU).

• Multiple entities – separate provider and credentialing agencies?

Your thoughts on Opportunity and Challenges

Comments and Questions

Email: Dsebastian@studygroup.com