Transnational
Opportunities - Reaching
In-Country Markets
Dr Dipu Sebastian
August 26st 2015
studygroup.com
Session Overview
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Transnational Education (TNE)
Opportunities
Challenges
Brainstorming/ Discussion
Comments and Questions
Slide 2
Transnational Education
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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)
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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
Study Group – A TNE company
48 campuses across Australia, NZ, UK, Europe, USA, Canada and Online.
63,000 students from 170 countries.
A bit of history…..
Taxila University 600 BC - 500 AD
Nalanda University 500 AD - 1300 AD
68 subjects taught including Vedas,
Grammar, Philosophy, Astronomy,
Medicine, Surgery, Politics, Archery
Warfare, Music, Commerce etc.
300 lecture halls, laboratories, libraries
and an observatory teaching Economics,
Geography, Astronomy, Law, Medicine,
Geology, Maths, Architecture,
Metallurgy, Linguistics etc.
10,500 students – including students
from China, Babylon, Syria, Greece
etc.
10,000 students – including China, Tibet,
Korea, Japan, Greece Iran, Turkey,
Indonesia etc.
Today…..
• 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.
Levels of commitment inTNE
Resources
Qualitative Control
Complexity
Low
Type of Global Engagement (Entry modes)
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