Sustainability of transnational education: learning from Asia and the Gulf cooperation council

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2021-11-08 DOI:10.1080/13538322.2021.1987889

Christopher Hill, F. C. B. Lim

引用次数: 2

Abstract

ABSTRACT This article evaluates the sustainability of transnational higher education (TNE). It examines recent TNE activity in two major global hubs, identifies patterns and provides analysis regarding the next phase of TNE development, as it relates to sustainability. The focus on TNE has shifted from growth to impact and legacy. Using this lens as a foundation for discussion, the central issue of educational value is examined through the link to capacity building and graduate employment. This article presents a document analysis and a review of literature, on selected reports on the development and impact of TNE in Asia and the Middle East, two of the major transnational education regions. The article contributes to the literature on TNE through the lens of sustainability, both from an operational perspective and the value of a degree for students, particularly when viewed post-graduation.

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跨国教育的可持续性:向亚洲及海湾合作委员会学习

摘要本文对跨国高等教育的可持续性进行了评估。报告审查了最近在两个主要全球中心开展的TNE活动，确定了模式，并就与可持续性有关的TNE发展的下一阶段提供了分析。对TNE的关注已经从增长转向影响和遗产。以这一视角作为讨论的基础，通过与能力建设和毕业生就业的联系来考察教育价值的中心问题。本文对亚洲和中东这两个主要的跨国教育地区TNE的发展和影响进行了文献分析和文献综述。本文通过可持续性的视角，从操作角度和学位对学生的价值，特别是毕业后的角度，对TNE的文献做出了贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.