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 Cuong 1 , Nhan Thi Thuy 2 , Vu Thi Phuong Thao 3

1 Ministry of Education and Training, Vietnam 2 Da Nang Architecture University, Vietnam 3 University of Languages and International Studies, VNU, Vietnam

Outline

① ② ③ ④ ⑤

Introduction Literature review Case study Conclusion Q & A

Education ①

Introduction

Knowledge generator Revenue generator Globalization Academic mobility, international cooperation schemes A ‘tradable’ service (WTO, 1995)

①

Introduction

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

Outline

① ② ③ ④ ⑤

Introduction

Literature review Case study Conclusion Q & A

②

Literature review

INTERNATIONALIZATION

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

COMMERCIALIZATION

• 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

JOINT-PROGRAMS

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

②

Literature review

Joint-program regulation Decision making e.g. institutional autonomy Quality assurance e.g. equal quality provision Partner selection e.g. provider’s profile Teaching & learning strategies e.g. approved & adapted curriculums (Hacket & Nowak, 1999; IDP Education Australia, 2000).

Outline

① ② ③ ④ ⑤

Introduction Literature review

Case study Conclusion Q & A

Context of joint-programs in Vietnam

• 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)

TNHE practices in Vietnam:

• • • • ‘import-oriented’ “whole package” (Huang, 2007, p. 246), adopting 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 lifetime Partner selection Decision Making Learning and Teaching Strategy Quality Assurance

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetime Partner selection Decision Making Learning and Teaching Strategy Quality Assurance

•

Issues in Vietnam’s current regulation of joint-programs

unauthorized providers illegally calling for academic enrolment; fake accreditation certificates which providers can operate in the market?

governmental authorities, not local institutions • • exceeding numbers of courses and students Decision local institutions complete and accurate information for students to make informed and rational choices ?

these authorities not performing the job properly.

Issues in Vietnam’s current regulation of joint-programs

Joint-program lifetime Partner selection Decision Making Learning and Teaching Strategy Quality Assurance

Issues in Vietnam’s current regulation of joint-programs

accreditation or reputation not to be equated with credibility Partner selection lacking timely, specific and transparent guidelines for institutions Learning and Teaching Strategy international partnership; relatively inferior position to higher-ranked institutions) reputed foreign providers being discouraged possibly sacrificing long-term benefits

Issues in Vietnam’s current regulation of joint-programs

Most problematic issue

Joint-program lifetime programs themselves in the home branch (Thanh,2008) Quality Assurance

Issues in Vietnam’s current regulation of joint-programs

Partner selection Joint-program lifetime unsuitable or low quality course content and delivery; little participation of highly qualified foreign teaching staff Decision Making globalization or localization?

‘a global template’ (Yang, 2008; Ziguras & Fazal, 2001) Learning and Teaching Strategy “[…] reinforce the perception that real or proper knowledge is only produced by particular countries in a Quality Assurance 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 reliability Partner selection Learning and Teaching Strategy Decision Making Quality Assurance

Issues in Vietnam’s current regulation of joint-programs

Lack of consistency, transparency and reliability COMMERCIALIZATION Legal loopholes for commercialized practices THREATS • • • quality compromises foreign values' invasion to the national education sovereignty and autonomy local institutions' failure to fulfil their community-oriented education service

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 ② ③ ④ ⑤

Introduction Literature review Case study

Conclusion Q & A

Conclusion

Joint-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 ② ③ ④ ⑤

Introduction Literature review Case study Conclusion

Q & A

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

Supply modes Mode 1 Cross-border education Mode 4 Natural presence Types of arrangement

A service crosses the border while consumers still remain inland.

Mode 2 Consumption abroad Mode 3 Commercial presence

There is physical movement of customers across border.

There is a commercial presence of the provider in a foreign country to render service.

People travel to another country on a temporary basis to provide the service.

Examples

distance education, e-learning, virtual universities part/whole of the course in a foreign country

Market potential

currently small market; seen to have great potential in technological age currently the largest share of global market local branch, satellite campuses, twinning partnerships, franchising professors, teachers, researchers working abroad strong potential for future growth 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 ).