International Educator - November/December 2014 - 30

InternatIonalIzatIon
StrategIeS

"Transnational education has significant
benefits for institutions, for students, and
for staff," Foster says. "For institutions
it can help with brand recognition, for
staff it can facilitate wider collaborative
opportunities in research, and for students
they have the benefit of spending time at
two universities, increasing their global
competences, and having access to a wider
range of expertise and facilities."
30  

INTERNATIONAL EDUCATOR N O V + D E C .14

Transnational
Educational Arrangements
The UK is also a leader in transnational
educational arrangements (TNEs) with
other countries. The University of Nottingham, among the most aggressive UK
higher education institutions that have
pursued this strategy, currently has around
75 TNE teaching agreements in place with
a range of Asian institutions, many in China, says Helen Foster, acting director of the
University of Nottingham's International
Office. "These vary in scope and include
doctoral training centres, split-site PhDs, joint postgraduate
taught master's degrees, dual-award master's and off-campus delivery of courses," says Foster. "The ventures involve a
number of areas, including engineering, architecture, drug
discovery, biosciences, aerospace, computer science, contemporary Chinese studies and law."
The University of Nottingham Ningbo China
(UNNC)-the University of Nottingham's Chinese campus-recently celebrated its tenth anniversary. "We were
the first university outside of China to set up a standalone
campus in the country," Foster says, noting that the UNNC
currently has more than 6,000 students, 9 percent of whom
are from outside China, from over 60 different countries."
What are the benefits? "Transnational education has
significant benefits for institutions, for students, and for
staff," Foster says. "For institutions it can help with brand
recognition, for staff it can facilitate wider collaborative
opportunities in research, and for students they have the
benefit of spending time at two universities, increasing
their global competences, and having access to a wider
range of expertise and facilities."
It has also involved large costs. "There are considerable resources involved with setting up an international
campus and we have also been fortunate to have gained
additional support and guidance from our partner, the
Ningbo-based Zhejiang Wanli Education Group. We currently have 600 members of staff at UNNC," Foster says.
Exeter's Smith notes that many universities are finding that while international master's programs have been
traditional contributors to the bottom line and internationalization on campus, international undergraduate wstudents
on campus may provide a bigger return on the investment
because undergraduate students are in school for longer
periods and can serve as feeders for other programs. IE
DAVID TOBENKIN is a freelance writer based in the greater
Washington, D.C., metropolitan area. His most recent article in IE
was "Revitalizing Education in Afghanistan: Overcoming Decades
of Devastation," in the July/August 2014 issue.

SHUTTERSTOCK/ UNIVERSITY OF NOTTINGHAM

Smith says Exeter's efforts to expand to accommodate international
students have included pursuing
creative ventures with others to obtain additional financial support and
off-load none-core higher education
internationalization functions onto
others. Since 2006, the university has
collaborated with the INTO University Partnerships Ltd.
Helen Foster
internationalization
provider to provide
a pathways center on Exeter's campus
to provide academic and English language preparation
for enrollment at Exeter. "So if we have an 18-year-old in
Shanghai who is good in physics, they come to us to assess their language skills for a period from six weeks to a
year," Smith says. "If you pass the language qualifications
and achieve a certain grade in the subject, we will take you
as an undergraduate student. INTO provides the money
to do this themselves, a total of 45 million pounds, which
saves us the costs of infrastructure, such as the building
where this takes place, and recruitment and language provisions. And we split the profits. Then when they join us
as students, Exeter gets all the fees."



International Educator - November/December 2014

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