International Conference on “Impacts of Globalization on Quality in Higher Education”

HCMC June 20-21 2013

CURRENT ISSUES IN GLOBAL DEVELOPMENT:

A CASE STUDY OF EDUCATION COMMERCIALIZATION VIA JOINT-PROGRAMS

BETWEEN VIETNAMESE AND OVERSEAS UNIVERSITIES

Nguyen Huu Cuong1, Nhan Thi Thuy2, Vu Thi Phuong Thao3

1 Ministry of Education and Training, Vietnam2Da Nang Architecture University, Vietnam

3University of Languages and International Studies, VNU, Vietnam

Outline

① Introduction

② Literature review

③ Case study

④ Conclusion

⑤ Q & A

①Introduction

Purpose • to investigate current issues of regulating joint-programs in

Vietnam under the impact of commercialization; • to propose solutions accordingly

Scope• programs at tertiary level held in Vietnam jointly by domestic

and foreign providers (excl. franchising, distance learning, e-learning)

• efficient practices in cross-border educational activities drawn from achievements of Australian institutions

①Introduction

Outline

① Introduction

② Literature review

③ Case study

④ Conclusion

⑤ Q & A

②Literature review

INTERNATIONALIZATION

COMMERCIALIZATION

JOINT-PROGRAMS

•Benefiting different groups •Institutions restructuring educational systems•Countries seeking educational barrier removed

• Education: a ‘tradable commodity’ (WTO,2008)• Guidelines in The General Agreement on Trade

in Services (GATS) including 4 modes: Cross-border education, Consumption abroad, commercial presence, natural person

• Collaborative programs (partially or fully offshored curriculum, administrative staff and teachers) between one local and another foreign institution, both awarding degrees (Huang, 2009)

②Literature review

(Hacket & Nowak, 1999; IDP Education Australia, 2000).

Outline

① Introduction

② Literature review

③ Case study

④ Conclusion

⑤ Q & A

• Vietnam emerging as a dynamic spot for a variety of transnational higher education practices (Altbach & Knight, 2007)

• the number of joint-programs increasing substantially (Altbach & Knight, 2007; Thanh, 2008)

Context of joint-programs in Vietnam

TNHE practices in Vietnam:

• ‘import-oriented’ (Huang, 2007, p. 246), adopting “whole package” foreign programs and standards.

• a pivotal contributor to the local socio-economic advancement

• adopting all the four GATS trading modes in education (Pham, 2007)

• operating within a basic regulation framework for educational services (Pham, 2007)

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetimeJoint-program lifetime

Partner selectionPartner

selection

Decision MakingDecision Making

Learning and Teaching StrategyLearning and Teaching Strategy

Quality AssuranceQuality Assurance

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetimeJoint-program lifetime

Partner selectionPartner

selection

Decision MakingDecision Making

Learning and Teaching StrategyLearning and Teaching Strategy

Quality AssuranceQuality Assurance

Issues in Vietnam’s current regulation of joint-programs

Decision MakingDecision Making

?

• unauthorized providers illegally calling for academic enrolment; fake accreditation certificates

• exceeding numbers of courses and students allowed for intake

• a lack of channels for complete and accurate information for students to make informed and rational choices

• unauthorized providers illegally calling for academic enrolment; fake accreditation certificates

• exceeding numbers of courses and students allowed for intake

• a lack of channels for complete and accurate information for students to make informed and rational choices

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetimeJoint-program lifetime

Partner selectionPartner

selection

Decision MakingDecision Making

Learning and Teaching StrategyLearning and Teaching Strategy

Quality AssuranceQuality Assurance

Issues in Vietnam’s current regulation of joint-programs

Partner selectionPartner

selectionLearning and Teaching StrategyLearning and Teaching Strategy

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetimeJoint-program lifetime

Partner selectionPartner

selection

Decision MakingDecision Making

Learning and Teaching StrategyLearning and Teaching Strategy

Quality AssuranceQuality Assurance

Most problematic issue

• the quality of imported programs lower than the programs themselves in the home branch (Thanh,2008)

• an official and independent quality assurance framework still missing

• a loophole for unqualified providers to leak into the market via counterfeit accreditation mills. (Altbach & Knight, 2007)

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetimeJoint-program lifetime

Partner selectionPartner

selection

Decision MakingDecision Making

Learning and Teaching StrategyLearning and Teaching Strategy

Quality AssuranceQuality Assuranceglobalization or

localization?‘a global template’

(Yang, 2008; Ziguras & Fazal, 2001)

unsuitable or low-quality course content

and delivery; little participation of highly-

qualified foreign teaching staff

“[…] reinforce the perception that real or proper knowledge is only produced by particular countries in a

particular way, and warns us that the Western educational system and structures continue to define

education for the rest of the world.” (Goodman, 1984, as cited in Yang, 2008, p. 284)

Issues in Vietnam’s current regulation of joint-programs

Lack of consistency, transparency and reliabilityLack of consistency, transparency and reliability

Partner selectionPartner

selection

Decision MakingDecision Making

Learning and Teaching StrategyLearning and Teaching Strategy

Quality AssuranceQuality Assurance

Issues in Vietnam’s current regulation of joint-programs

Lack of consistency, transparency and reliabilityLack of consistency, transparency and reliability THREATSTHREATS

• quality compromises • foreign values'

invasion to the national education sovereignty and autonomy

• local institutions' failure to fulfil their community-oriented education service

• quality compromises • foreign values'

invasion to the national education sovereignty and autonomy

• local institutions' failure to fulfil their community-oriented education service

Legal loopholes for commercialized practicesLegal loopholes for commercialized practices

COMMERCIALIZATION COMMERCIALIZATION

Recommended solutions

• provide specific and transparent guidelines for the selection and registration of joint-program partners (HONG KONG, MALAYSIA)

• establish an independent quality assurance body and standardisation at the governmental level (EUROPE, the USA)

• improve the quality assurance capacity and autonomy in the institutional administrators (HONG KONG)

• implement strictly and consistently the legal framework defining the extent of violation that leads to dissolution of a joint program (INDIA)

Outline

① Introduction

② Literature review

③ Case study

④ Conclusion

⑤ Q & A

ConclusionJoint-programs in Vietnam•key issues: lacking consistency, transparency, reliability in quality and regulation aspects•key solutions: guidelines, quality assurance body, legal framework

Further research:•applying international good TNHE practices in Vietnam: ‘adapting’ vs. ‘adopting’

References

Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 290-305.

Dang, Q. A. (2011). Internationalisation of Higher Education: China and Vietnam: from importers of education to partners in cooperation. MSc MSc Thesis, Copenhagen.

Daniel, J., Kanwar, A., & Uvalié-Trumbié, S. (2009). Form innocence to experience: The politics and projects of cross-border higher education. In J. Fegan & M. H. Field (Eds.), Education Across Border - Plotics, Policy and Legislative Action (Vol. 19-31): Springer.

Deem, R., Mok, K., & Lucas, H. L. (2008). Transforming higher education in whose image? Exploring the concept of the 'world-class' university in Europe and Asia. Higher Education Policy, 21, 83-97.

Doorbar, A., & Bateman, C. (2008). The growth of transnational higher education: The UK perspective. In L. Dunn & M. Wallace (Eds.), Teaching in Transnational Higher Education - Enhancing learning for offshore international students (pp. 14-22): Routledge.

Fang, W. (2011). The development of transnational higher education in China: A comparative study of research universities and teaching universities. Journal of Studies in International Education, 16(1), 5-23.

Fang, W. (2012). The Development of Transnational Higher Education in China: A Comparative Study of Research Universities and Teaching Universities. Journal of Studies in International Education, 16(1), 5-23. doi: 10.1177/1028315311410607

Field, M. H. (2009). Crossing border in education is inevitable. In J. Fegan & M. H. Field (Eds.), Education Across Borders - Polictics, Policy and Legislative Action (pp. 1-18): Springer.

Garret, R., & Verbik, L. (2003). Transnational higher education: The major markets - Hong Kong and Singapore. London: Observatory on Borderless Higher Education.

References

Gezgin, U. B. (2009). The currents and trends in the Vietnamese education system within the internationalized context: A comparative perspective. Paper presented at the Hợp tác Quốc tế trong Giáo dục và Đào tạo Đại học Viet Nam-Cơ hội và Thách thức, Vietnam.

Hacket, J., & Nowak, R. (1999). Onshore and offshore delivery of higher education programs: A comparison of academic outcomes Paper presented at the 13th Australian International Education Conference, Frematle.

Hong, H. (2010). Tổng kiểm tra các chương trình liên kết đào tạo với nước ngoài [All-sided inspection of joint-programs] Retrieved May 22, 2013, from http://dantri.com.vn/giao-duc-khuyen-hoc/tong-kiem-tra-cac-chuong-trinh-lien-ket-dao-tao-voi-nuoc-ngoai-374895.htm

Huang, F. (2003a). Transnational higher education: A perspective from China. Higher Education Reseach & Development, 22(2), 193-203.

Huang, F. (2003b). Transnational Higher Education: A perspective from China. Higher Education Research & Development, 22(2), 193-203. doi: 10.1080/07294360304114

Huang, F. (2009). Regulations and practice of transnational higher education in China. In L. Dunn & M. Wallace (Eds.), Teaching in Transnational Higher Education - Enhancing learning for offshore international students (pp. 23-33). London: Routledge.

IDP Eudcation Australia. (2000). Transnational education - Providers, partners and policy - Challenges for Australian institutions offshore. Paper presented at the 14th Australian International Education, Brisbane.

References

Knight, J. (2006a). Crossborder education: An analytical framework for program and provider mobility Vol. 21. J. Smart & B. Tierney (Eds.), Higher Education Handbook of Theory and Practice (pp. 345-395).

Knight, J. (2006b). Higher education crossing borders: a guide to the implications of the General Agreement on Trade in Services (GATS) for cross-border education. In G. Montgomery (Ed.), UNESCO Regional Meetings on “GATS and Higher Education (pp. 1-71).

Kritz, M. M. (2006). Globalisation and internationalisation of tertiary education Paper presented at the International Symposium on International Migration and Development, United Nations Population Division, Turin.

Le, Q. M. (2011). Good governance in higher education: Concepts, implement and training. . Paper presented at the DIES: Strengthening universities, enhancing capacities - Higher education management for development, Bonn, Germany.

McBurnie, G., & Ziguras, C. (2001). The regulation of transnational higher education in Southeast Asia: Case studies of Hong Kong, Malaysia and Australia. Higher Education, 42(1), 85-105.

McBurnie, G., & Ziguras, C. (2007). Transnational education: Issues and trends in offshore higher education: Routledge

Nix, J. V. (2009). Sino - U.S. Transnational education - "Buying" an American higher education program: A participant observation study. Doctoral dissertation, Washington State University.

Pham, D. N. T. (2007). Phát triển giáo dục đại học Việt Nam trong bối cảnh mới [Vietnam's education and training development strategy in the new context]. Tạp Chí Cộng Sản, 5(125), 6-12.

References

Yang, R. (2008). Transnational higher education in China: Contexts, characteristics and concerns. Australian Journal of Education, 52(3), 272-286.

Zeleza, P. T. (2012). Internationalization in higher education: Opportunities and challenges for the Knowledge Project in the Global South. Paper presented at the A SARUA Leadership Dialogue on Building the Capacity of Higher Education to Enhance Regional Development, Maputo, Mozambique.

Ziguras, C. (2003). The impacts of the GATS on transnational tertiary education: Comparing experiences of New Zealand, Australia, Singapore and Malaysia. The Australian Educational Researcher, 30(3), 89-109.

Ziguras, C. (2007). Good practice in transnational education: A guide for New Zealand providers. Melbourne: RMIT University.

Ziguras, C., & Fazal, R. (2001). Future directions in international online education. In D. Davis & D. Meares (Eds.), Transnational education: Australia online (pp. 151-164). Sydney: IDP Education Australia.

Ziguras, C., & McBurnie, G. (2008). The impact of trade liberalization on transnational education. In L. Dunn & M. Wallace (Eds.), Teaching in Transnational Higher Education - Enhancing learning for offshore international students (pp. 3-13): Routledge.

Outline

① Introduction

② Literature review

③ Case study

④ Conclusion

⑤ Q & A

Table 1. Modes of supply for the delivery of educational services in cross-border trade (GATS, 1995)

Supply modes

Types of arrangement

Examples Market potential

Mode 1Cross-border

education

A service crosses the border while consumers

still remain inland.

distance education, e-learning, virtual universities

currently small market; seen to have great potential in technological age

Mode 2Consumption

abroad

There is physical movement of customers

across border.

part/whole of the course in a foreign country

currently the largest share of global market

Mode 3Commercial

presence

There is a commercial presence of the provider

in a foreign country to render service.

local branch, satellite campuses, twinning partnerships, franchising

strong potential for future growth

Mode 4Natural

presence

People travel to another country on a temporary

basis to provide the service.

professors, teachers, researchers working abroad

potentially a strong market, emphasizing mobility of professionals

For a business course that is jointly provided by Help University (Malaysia), International School (Vietnam National University – Hanoi) and Institute of Economics and Finance IEFS (Ho Chi Minh City), each student must cover a tuition fee of 11,000 USD. This amount will be divided among the partners: 46% for Help University, 27% for International School, 3% for Vietnam National University – Hanoi and the remaining 24% for IEFS. Accordingly, for each student, Vietnam National University earns 330 USD; and International School and IEFS make a profit of 50% after staff, translators and facilities costing (Thanh, 2010).