faculty of arts

center for japan studies

06-07-2018 |06-07-2018 |1International Branch Campus (IBC) /Trans National Education (TNE)
implementation/communication/
quality assurance
Janny de Jong,
University of Groningen
janny.de.jong@rug.nl

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06-07-2018 |Outline
1. Challenges and benefits of TNE
2. Communication Strategy
3. Quality assurance2

06-07-2018 |1. Challenges and benefits of TNE

Group presentation during seminar EMMC Euroculture,
University of Groningen3

06-07-2018 |TNE: 3 generic models
First generation: ‘classic’ internationalized
university: diversity of international
partnerships, international students/staff,
collaborative intercultural activities at homeand abroad . Most common model§ Satellite model: university with branch
campuses, research centers, management/contact offices around the world.
§ Internationally co-funded universities§

Knight, Jane. “International Universities: Misunderstandings and Emerging Models?”
Journal of Studies in International Education 19, no. 2 (February 23, 2015): 107–
21. https://doi.org/10.1177/1028315315572899.

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06-07-2018 |TNE: benefits› Academic benefits› Status building/ branding: position in theglobal academic world, rankings› Economic benefits:§ Raising revenue:§ co-operation with business§ Attracting students from all over the world› Intercultural dimension§ Often changes/adaptations in curriculum
necessary, e.g language§ International classroom: very beneficial for
employability; but needs training5

06-07-2018 |Rapid growth IBC

2017247

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Quick Facts:
2017: 247 IBC in operation

06-07-2018 |33 exporting
countries

Largest importingcountries› US (77)› United Kingdom(38)› France (28),› Russia (21),› Australia (14)› China (32)(excluding HongKong SAR)
› United ArabEmirates (32)
› Singapore (12)› Malaysia (12)› Qatar (11)Source: 30 Jan.
2017, http://cbert.org

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06-07-2018 |Survey, 20148

06-07-2018 |Economist/Academic Partnerships, 20149

06-07-2018 |10

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06-07-2018 |12

IBC and Japan:possible since 2004,
no education hubs
As of May2015:

http://www.mext.go.jp/en/policy/
education/highered/title02/
detail02/1373880.htm

06-07-2018 |Education hubs

http://wenr.wes.org/wp-content/uploads/2015/07/
WENR-0715-asia-v3.png

1306-07-2018 |Japan› Various policies to support student mobility,e.g. Scholarships.
› Global 30 Project -Establishing University
Network for Internationalization14

Benefits that were foreseen for
UGY in 2015 S. Poppema, 201506-07-2018 |15

06-07-2018 |› Research/ranking/reputation› Role of local and international industry› Sustainability of UG in view of declining population
Not mentioned: enhanced employability graduates; international
experience is very important16

06-07-2018 |17

06-07-2018 |However: 2016 growth population Netherlands

https://www.cbs.nl/nl-nl/nieuws/2017/01/
bevolking-in-2016-relatief-sterk-gegroeid18

06-07-2018 |Benefitsstudents› Developinterculturalcompetences› Develop
internationalsetting for
education andresearch› Work placement
opportunities

research› External sources
for fundingcollaboration
with business› Research profile
more diverse

19What elements of relevance forJapanese HEI?

06-07-2018 |› Demographic developments› Reputation› Rankings international research› Collaboration with international and Japaneseindustries20

06-07-2018 |Questions ICB establishment

1 Why?
2.Where? What?
How?

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06-07-2018 |Q1:Why?
1.
2.

In general: What is the aim of the HEI
How does the BCI fit in the aim/purpose of the HEI

Ad 1. Gallup Poll 2015:"It's Hard to Differentiate One Higher Ed Brand From Another” :"We prepare the leaders of tomorrow.""We nurture lifelong learners.""We aim to have a global impact, while serving our local community.”
Recommendations:
Explain:
1. why does the HEI exist
What does it deliver, how is the academic/student culture
2. Why the the BCI of relevance for 1.
How does it make the HEI stronger/ more sustainable.

https://news.gallup.com/businessjournal/184538/hard-differentiate-one-higher-brand.aspx

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Question:1 Why?
2. Where? What? How?

06-07-2018 |23› Why? What is the aim?
› Where to start a BCI?
› What do Japanese HEI have to offer in particular?
Is there a specific niche?
§ What are the opportunities for graduates?
§Students are choosing host destinations based on not only the high qualityof education but the market opportunities that the destination will beable to offer Report British council 2015 on HE› How to start?
§ Importance of collaboration§ Funding opportunities§ Start small? ( faculty exchange, double degree
programmes)

06-07-2018 |24

Collaboration is of key importance› My experience:› Erasmus Mundus
programme ofEuroculture,› 1 of the 4 nonEuropean
partners is OsakaUniversity› Internationalcentres e.g.
Osaka centres
abroad› Summerprogrammes
Short stay
› Double degree
programmes
EU-JAMM§ CEMS
§

06-07-2018 |ICI-ECP project Double degreehttps://www.rug.nl/research/centrum-voor-japankunde/news/first-japanese-student-in-dd-programme2506-07-2018 |26

06-07-2018 |27

06-07-2018 |2.Communication strategy

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06-07-2018 |What is necessary for ICB

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06-07-2018 |Communication› ICB: structure: questions§ Legal structure Private? Independent?
§ Who owns intellectual property of executed
research?
§ Budget§ Is there an opt-out clause? – exit-scenario isimportant§ Staffing§ Experience: how much personnel for
management, teaching?

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06-07-2018 |Keep control› Clear structure of who is responsible for what
› Clear hierarchy and reporting› Responsibility for content of degree
programme› Teaching and diploma covenant› Regular site visits necessary› Staff training

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Quality and educational vision of staff,
example Groningen:06-07-2018 |› Staff: Chinese/Dutch/international› Educational vision UGY: active role of staff inteaching programmes› Training in teaching at UGY; “Non-Dutch staff[= Chinese] will receive this in the six-monthpreparatory period they will spend at UG. Allother staff will receive tailor made training on
arrival at UGY”.
https://www.rug.nl/about-us/internationalization/website-aanvraagbijlagen.pdf

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06-07-2018 |33› A. Mobility- recognition TNE qualifications› B. ICB- example YANTAI

https://depositphotos.com/65452567/stock-illustration-qualitycontrol-checklist.html

3. Quality assurance (QA)

a. Quality assurance & degree
recognition

06-07-2018 |› British council report The Shape of Global
Higher Education ( 2016)

QA weak point: "While most of the shortlistedstates (71 per cent – 27 countries out of 38)
have policies in place to support TNE provision,
only a third have strong
forthese programmes (34 per cent – 13 countries
out of 38) and34

06-07-2018 |National policies IHE› The countries and territories which (frompolicymakers’ perspectives) have the mostsupportive IHE policies are Germany, theNetherlands, Malaysia and Hong Kong (SAR).
› the nations with the most rounded IHEportfolio include Australia,Hong Kong (SAR),
the Netherlands, Malaysia and the UK.
› Overall, the European countries perform
strongly with regard to.
› Shape of Global Higher Education, p. 435

06-07-2018 |36

National support for international student mobility,TNE, international research engagement

British Council
THE SHAPE OF GLOBAL HIGHEREDUCATION: INTERNATIONAL
MOBILITY OF STUDENTS, RESEARCHAND EDUCATION PROVISION
Volume 2 (2017)

06-07-2018 |37

National policy& regulatory environment tosupport international student mobility› national IHE
policies,› student visas› opportunities towork during andafter graduation
British Council
THE SHAPE OF GLOBAL HIGHER EDUCATION

British Council
THE SHAPE OF GLOBAL HIGHEREDUCATION no.2

06-07-2018 |38

06-07-2018 |Europe› strongest support for international education› a high level of harmonisation of the education
systems across the European Higher Education
Area.
§ Erasmus Mundus/ Erasmus +§ Research and innovation: Horizon 202039

06-07-2018 |Quality assurance› TNE is not enough:recognition of TNE
qualifications isnecessary› Agreed standards
and guidelines for
quality assurance(2005, renewed2015)› ECTS:important formobility and creditrecognition› Learning agreements§

https://ec.europa.eu/education/sites/
education/files/ects-usersguide_en.pdf

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06-07-2018 |Legal provisions Quality Assurance in the Netherlands

Before 2017

Amendment to Higher
Education Act: ( 2017)› ¼ of eachbachelor/Masterprogramme needs
to be done in theNetherlands,› quality assuranceof the Dutch HEI inplace› every degree
programme needs
to be accredited
every 6 years› Branch campus(BC) is possible.
› Several conditions
apply:§§§§

agreement of theUniversity council
necessary
Academic freedommust be assured
no use of publicmoney in BC allowed
BC must be
beneficial for theNetherlands

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06-07-2018 |42

accreditation› According to Dutch law, the degree
programmes of UG offered in other locations orcountries are part of the degree programmesof UG in the Netherlands› How to make sure the quality is up tostandards› E.g. accreditation rules§ Every 6 years§ Accreditation of the university as a whole andthe individual degree programmes§ Special form for branch campus necessary,
same principle

06-07-2018 |conclusion› TNE has a lot to offer, but needs a clear visionand policy and clear QA› Collaboration is very important: universities
cannot do this on their own

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06-07-2018 |› Thank you for your attention

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