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SINO-U.S. TRANSNATIONAL EDUCATION—“BUYING” AN AMERICAN HIGHER EDUCATION PROGRAM: A PARTICIPANT OBSERVATION STUDY
Jerry Vincent Nix
October 16th, 2009
Washington State University, Pullman
Intro to the Study Higher Education
Increasingly commercializedNo longer a ”public good”Sold and bought, like any other commodityIncreasing demandSeen as a ”ticket” to the world economyIncrease in the number of frauds, forgeries, cheats
○ Accreditation mills○ Degree mills
Transnational Education (TNE) Increasing worldwide demand for education
Expected to exceed 2000 demand by a
factor of four
TNE occurs when learners are located in a
different country than the awarding institution
Developing countries want more access for
their young (and increasing) populations
TNE Emerges in China China joins WTO in 2002
Becomes full trading partner in 2007
WTO classifies education as a ”tradable service”
Lists under GATS in 2005
Environment for TNE in China Corruption is rampant Educational corruption is widespread Knowledge for economic benefit Quality connections (Guanxi) is an integral
part of the equationGuanxi is inherently corrupt
These conditions encourage alternative providers of educationLegitimateIllegitimate
Primary Purpose of the Study Identify & Explain Sociocultural Dimensions
and their impact on:QualityCostPerformanceSatisfaction of stakeholders
○ Governments○ Academic Institutions○ Academics○ Students
Secondary Purpose of Study Develop a model of TNE
As it is practiced in China○ Guanxi, quality connections milieu
As it originates from the U.S.○ Expectations, in terms of
Quality
Accountability
Meeting needs of clients (students)
Preliminary Model How do these interact?
How do these fit
together?
Where does Guanxi fit?
Where are quality and
accountability?
Satisfaction?
Six Research QuestionsI. What are the organizational dynamics of the
TNE Program?
II. How do social, political, economic, and
cultural dimensions influence program
operation?
III. How do Chinese government policies
influence program operation and quality?
Six Research QuestionsIV. Does the program reflect standards outlined
by professional associations that monitor
TNE program quality?
V. What satisfactions and dissatisfactions do
TNE students report?
VI. What satisfactions and dissatisfactions do
TNE instructors report?
Methodology Case study as a strategy Participant observation as a method
Taught 11 career management courses
Six human resources courses
Four strategic planning courses
Interviewed Nine students (four male, five female)
on two different campuses
Surveyed 268 students
Interviewed 14 Instructors
U.S. College
State University
Ministry of Education
Agent
Parents / Students
International Business School
Transnational Education Program
Approval
Prestige, Curriculum, Ideas
License Authority
Curriculum, Chinese
Instructors
Curriculum, Foreign
Instructors
Money Students
Degrees
Profit and administrative
services
Profit and administrative
services
Profit
Guanxi (Potential)
Sino-U.S. Transnational Education “Buying” Tertiary Education
Quotes from Student Interviews Ms Zhang:
”Our professor was 20, 23, and 30 minutes late for class
the first week; we don’t need much, but we need professors
to be in our classes.”
Student team presentation:”We are not the best Chinese students...”
Ms Fei:”We have experienced such an irresponsible professor.”
Mr. Li:”...but, you know...some people think this program is a lie.”
Quotes from Instructor Interviews Colleague to the Northeast team, doing an
accreditation review:”If my students cannot speak English, they fail. Simple.”
Interviewed colleague:”I call it ’meatball teaching... I give’em [students] the
same ingredients every time...at least I’m consistent.”
Interviewed colleague:”They [NCPI administrators] have tried to get me to
teach over the contracted hours, pretty much everywhere I’ve been.”
Interviewed colleague:”...really, so very sad, that such untrained individuals
are put in charge of such an enormous responsibility.”
Four Findings: II. Chinese government policies appear to
foster “academic capitalism” and to
encourage “buying” higher education
programs from developed countries; in turn
institutions such as Northeast College
appear willing to “sell” their educational
program
Four Findings: IIII. The TNE program lacks transparency
and accountability measures that
characterize the vast majority of U.S.
colleges and universities
Four Findings: IIIIII. The primary goal for this TNE program is
profit ($10 million gross in 2008),—at best,
student learning is a secondary goal
Four Findings: IVIV. The Director of NCPI relied on the
Chinese cultural concepts of guanxi... Complex network of interpersonal
connections Favors or service for others are reciprocated
...and “face”... sense of worth perceived status
...to market the program to students and their parents to establish the program.
Nine Recomendations (1-5)I. Undertake Further Research
II. Improve Information to Consumers
III. Utilize existing Quality Assurance
Organizations
IV. Require Human Resources Training and
Certification for TNE Agents
V. Annual Evaluation of Instructors
Nine Recommendations (6-9)VI. Provide Benefits and Services to TNE
Instructors
VII. Culture and Language Training
VIII.Reduction of English Requirements for
TNE courses
IX. Maintain a List of Approved Exporting
Institutions
Final Thoughts Summary
Comments?
Questions?