When China Opens to the World: A Study of Transnational Higher Education in Zhejiang, China

Ka Ho Mok,Xiaozhou Xu 서울대학교 교육연구소 2008 Asia Pacific Education Review Vol.9 No.4

The economic transition in China since the late 1970s has led to not only drastic social transformations but also rapid advancements in science and technology, as well as the revolution in information and communications technology. In order to enhance the global competence of the Chinese Population in coping with the challenges of a knowledge-based economy, the higher education sector has been going through restructuring along the lines of marketization, privatization and decentralization. Responding to the the challenges of globalization, the Chinese government has opened up the education market by allowing overseas universities to offer programmes on the mainland. This article sets out in this wider policy context to examine the current developments of transnational higher education in China, with particular reference to how Students in Zhejiang province enrolling in these overseas programmes, especially those offered by Australian providers, evaluate their learning experiences. This article will also discuss the major concerns raised by the respondents in our study regarding the newly emerging transnational higher education programmes, with particular reference to examining how far these new programmes would affect the regulatory framework in Chinese higher education.

고등교육 국제화 활성화 방안

이영환(Lee, Young Hwan),임재진(Im, Jae Jin) 서울행정학회 2014 한국사회와 행정연구 Vol.25 No.1

우리나라 대학을 둘러싼 교육환경은 급변하고 있는 가운데 대학들은 국제화를 통하여 생존전략을 모색하거나 경쟁력을 강화하고자 한다. 국경을 초월한 고등교육은 최근 나타나는 대학 국제화의 중요한 전략이라 할 수 있는데 교육프로그램의 수출을 통한 재정의 다양화, 입학자원의 확보 등의 효과를 기대할 수 있기 때문이다. 본 연구는 국경을 초월한 고등교육의 한 유형인 트위닝과 프랜차이즈에 초점을 맞추어 이들 제도의 개념과 도입의 필요성, 우리나라 대학에서의 운영 현황, 이들 제도와 관련된 법적 규정 및 활성화 방안에 대해 살펴보았다. 트위닝과 프랜차이즈는 고등교육 국제화에서 주요 전략으로 활용할 수 있으나, 관련 규정이 추상적이고 모호하여 대학들이 불확실성 속에서 이들 제도를 운영하고 있는 것으로 나타났다. 이에 본 연구는 교육과정 공동운영의 법적 의미, 개정연혁을 분석하여 트위닝과 프랜차이즈가 우리나라 법규정하에서 운영이 가능하다고 밝히고, 이들 제도를 활성화하기 위한 방법으로 교육과정 공동운영규정의 개정사항을 제시하였다. In the rapidly changing circumstances, universities in South Korea have struggled to survive and enhance their competitiveness by globalizing their education. As an important strategy for such educational globalization, transnational higher education expectedly brings to the institutions various benefits in their competitiveness, including diversifying financial resources through exporting educational programs. Focusing on twinning and franchise that are one form of transnational higher education, this study examined their meanings and necessity, the utilization of them is South Korea, the related rules, and the ways to vitalize them. The study found that, despite their expected advantages, twinning and franchise were operated in uncertainty because of ambiguous and abstract rules. By clarifying the rules relating to transnational education, this study suggests the ways to address the problems and vitalize the educational programs that are legally legitimate.

고등교육 서비스 해외진출 유형과 개선 방안 * - 제도적 개선을 중심으로 -

김선주(Seon-Joo Kim),이정은(Jung Eun Lee),황청일(Chung-Il Hwang) 글로벌교육연구학회 2017 글로벌교육연구 Vol.9 No.2

대학의 경쟁력은 국가의 경쟁력과 밀접한 관련이 있다. 대학은 개별 국가의 재능 있는 인재를 양성하고 확충하는 인적자원개발의 요람으로 기능한다. 하지만 최근 우리나라 대학은 학령인구 감소로 인한 대학의 입학자원 감소, 주변국의 경쟁적 유학생 유치로 인한 학생 유입 감소, 전 지구적 교육시장 개발과 경쟁이라는 어려움에 직면하고 있다. 이러한 대학 교육 환경 속에서 국내대학의 교육서비스 해외진출은 어느 때보다도 중요하게 대두되고 있으며, 유학생의 적극적인 유치 및 교육서비스 해외 진출 활성화를 위한 다양한 방안과 정부의 제도적 지원 모색이 필요한 시점이라고 하겠다. 본 연구는 정부의 고등교육 국제화를 위한 다양한 노력이 추진되고 있는 상황에서 해외 진출을 통한 교육서 비스 확대를 위한 제도적 개선방안을 마련하고, 우리나라 고등교육 서비스가 해외로 진출 하는 기반을 수립하는데 그 의의를 두고자 한다. 국경을 이동하는 고등교육 (Transnational Higher Education, TNHE) 서비스를 교육과정 제공 주체, 학위 수여 주체의 입장에서 통합적으로 유형화 하고, 고등교육 서비스 해외진출을 기관 진출, 프로 그램 진출로 분류한 후 제도적 관점에서 각각의 개선방안과 정책적 시사점을 제공하였다. The competitiveness of universities is closely tied to the competitiveness of nations. Universities function as cradles of human resources development that nurture and bolster talent in each country. Recently, however, Korean universities have suffered from a drop in enrollment of universities due to a decline in the school-age population, a decrease in the influx of students from overseas due to increased competition for international students from neighboring countries and an increasingly open and competitive global education environment. In such an environment, Transnational higher education abroad has never been more important for Korean universities. The time has come to develop a variety of plans and seek institutional support from governmental institutions to attract students from overseas to study in Korea and to ensure the successful entry of Korean educational services abroad. The purpose of this study is to establish an institutional improvement plan for expanding the provision of transnational higher education service in line with the government’s push for the globalization of higher education as well as create the basis for Korean higher education services to venture abroad.Transnational Higher Education (TNHE) services that transcend borders are being consolidated and formalized by curriculum providers and degree granting bodies. After transnational higher education of higher education services were classified into institutional advancement and program advancement, improvement plans and policy suggestions were provided for each track from an institutional standpoint.

Transnational Higher Education Strategies into and out of Singapore: Commodification and Consecration

Rebecca Ye 서강대학교 동아연구소 2016 TRaNS(Trans –Regional and –National Studies of Sou Vol.4 No.1

This article addresses transnational higher education strategies both to and from Singapore. It does so by focusing on outbound educational mobility from Singapore to the UK and inbound educational mobility from Vietnam to Singapore. Since the turn of the century, Singapore has pursued the agenda of developing itselfas a regional hub for higher education, aspiring to be a Global Schoolhouse. Yet, while the number of international students grows in local universities, Singapore’s academically brightest do not necessarily take advantage of higher educational opportunities within the shores ofthe city-state, with many traveling to universities overseas through a form of sponsored mobility. Using two case studies, I trace two logics of commodification and consecration as observed through the processes whereby individuals and institutions devise transnational higher education strategies into and out ofSingapore. The first case study draws on interviews conducted with Singaporean undergraduates at Oxbridge while the second case focuses on Vietnamese students at two Singaporean universities. Together, the analysis from these cases uncovers the value for these Southeast Asian students in studying abroad and distinguishes between different types of routes that exist: one where students choose their own educational plans and another where students are chosen for a prestigious educational and occupational pathway. With increasing participation in mass higher education taking place across the region, the article outlines, through the site ofSingapore, strategies of transnationalism employed by both individuals and institutions as a means of social differentiation.

체제 전환 이후 폴란드 고등교육의 국제화 과정

이옥진 한국세계문화사학회 2022 세계 역사와 문화 연구 Vol.- No.63

Jagiellonian University, the oldest university in Poland, was established in 1364, there were only seven universities until the 19th century. Even 21 universities were founded in the interwar years. Ups and downs of educational functions in Polish universities were due to Partitions of Poland, twice of World Wars and the socialist government. Since the transition in 1989, Poland has experienced political and economic transformation. These transformations also took place in higher education and allowed Polish universities to ensure autonomy from political control. The internationalisation of higher education is one of the pivots of the changes that Polish universities had undergone over the past 30 years. As a result, many changes have occurred in the educational environment, research, and university administration. During the transition period of the 1990s, the internationalisation process was insignificant. Since the 20th century, Polish universities and academics have been gradually opened to the Western world. Also, Poland has experienced the process of internationalisation through the ERASMUS/SOCRATES Programme. On the other hand, Polish universities have to actively attract international students due to the decline of domestic students. The Polish government and universities continued their efforts to reform the system. In addition, the emergence of the World Academic Ranking of Universities (ARWU) and the influence and support from the European Commission, the OECD, and the World Bank have impacted on internationalisation of higher education and education reform in Poland. Through this process, higher education in Poland was able to enter the transnational education and research system, the European order. 1364년, 폴란드 최초의 고등교육기관인 야기엘로니안 대학교가 설립된 이후 폴란드에는 19세기까지 단 7개의 대학이 존재했고, 양차 대전 시기에 21개의 대학이 설립되었다. 그러나 오랜 3국 분할통치와 두 차례의 세계대전, 사회주의 정부를 거치며 폴란드 대학들이 본연의 기능을 수행하는 데에는 부침이 있었다. 체제 전환(1989)으로 시작된 폴란드의 정치적·경제적 변혁은 고등교육에도 이루어져서 폴란드의 대학들은 정치적 통제에서 벗어나 자율성을 가지게 되었다. 고등교육의 국제화는 지난 30년간 폴란드 대학이 겪었던 변화의 중심축 중 하나이며, 그 결과 교육 및 연구, 그리고 대학 행정 전반에 많은 변화가 일어났다. 국제화 과정이 다소 미미했던 1990년대 전환기를 거치고 21세기에 들어서며 폴란드 대학과 학문은 점차 (서방) 세계에 개방되었다. 에라스무스/소크라테스 프로그램을 통해 폴란드 국내에서 점차 국제화가 이루어졌고, 인구감소로 인한 학령인구의 부족은 폴란드 대학들이 외국인 학생을 적극적으로 유치해야 하는 원인이 되었다. 폴란드 정부와 대학도 시스템을 개혁하려는 노력을 계속하였고, 이 밖에도 세계 대학 학술 랭킹의 출현과 유럽연합 집행위원회나 OECD 및 세계은행의 영향과 지원은 폴란드 고등교육의 국제화와 개혁에 광범위한 영향을 미쳤다. 이런 과정을 통해 폴란드 고등교육은 교육과 연구에 있어서 유럽이라는 초국적 공간과 질서에 들어설 수 있었다.

Quality management for universities’ transnational education in Taiwan: An ISO 9004-based evaluation approach

Pi-Yun Chen 한국교육개발원 2014 KEDI Journal of Educational Policy Vol.11 No.1

This study aims to examine the quality of offshore program management based on ISO (International Organization for Standardization) 9004 for universities in Taiwan, the difference between the quality evaluated and the expectation of the interested parties and its impact on their satisfaction level by surveying the students and staff/faculty involved in the offshore programs hosted by TREE University, Taiwan. It is found that respondents have considerably high evaluation of quality management based on ISO 9004 toward its offshore programs. Nevertheless, there are gaps between real quality and expectation found in some constructs for the interested parties including students and staff/faculty and these gaps results in impact on the satisfaction, especially in the ‘process management’ and ‘improvement, innovation and learning’ constructs.

Joint-training programs in Vietnam: operation and quality management aspects gathered from institutional practices

Nguyen, Cuong Huu,Nhan, Thuy Thi,Ta, Hien Thu Thi 서울대학교 교육연구소 2021 Asia Pacific Education Review Vol.22 No.2

This study examines joint-degree training in a higher education context in Vietnam, especially its different operation and quality management aspects. First, it reviews program mobility in international practices, from which it identifies critical requirements for maintaining quality and sustainable transnational partnerships. It then discusses the rationales, government policies, recent developments, and key issues related to joint-degree training operations in Vietnam. Using data collected from administrators, teaching staff, and students of selected Vietnamese universities who are involved in delivering collaborative programs, this study further explains management, teaching, learning, and quality assurance aspects and provides implications for local institutions, academics, and students engaged in cross-border partnerships.

Knowledge transfer through a transnational program partnership between Indonesian and Australian universities

Agustian Sutrisno,Hitendra Pillay 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.3

As transnational programs are often advocated as a knowledge transfer opportunity between the partner universities, this case study investigated the knowledge transfer (KT) processes between Indonesian and Australian universities through an undergraduate transnational program partnership (TPP). An inter-organisational KT theoretical framework from the business sector was adapted and used to guide the study. The data were generated through semi-structured interviews with key university officers and document analysis from two partner universities. Based on the thematic analysis of the data, the findings demonstrated that the curriculum mapping process facilitated KT. However, different intentions of the partner universities in establishing the program led to declining interest to conduct more KT when expectations were not met. The Indonesian university’s existing knowledge, acquired from other sources through processes that were serendipitous and based on individual lecturers’ personal experience, meant that KT opportunities through the TPP were not always pursued despite written agreement to exchange knowledge with the Australian partner. While KT most evidently resulted in institutional capacity development for the Indonesian university’s school that managed the TPP, dissemination of knowledge to other units within the university was more challenging due to communication problems between the units. Hence, other universities seeking to conduct KT through TPPs need to understand each partner university’s intention in establishing the partnerships, identify the institutions’ needs before seeking knowledge input from the partner university and improve the communication between and within the universities for sustainable benefits.

Student mobility and Its Implication for the National and Transnational Identities in Northeast Asia

황정미 한국사회역사학회 2014 담론 201 Vol.17 No.2

This article looks at the changing landscape of migration and itsimplication on the aspects of identity in Northeast Asian context, with particularfocus on the experience of international students. Due to the increase of Asianstudents studying abroad in adjacent countries, the regionalization of highereducation has extended very rapidly in the region. It inquires into the multipleaspects of identity among Asian students based on an empirical survey whichprovides information of 863 Asian students who have studied abroad in Korea,China and Japan. Assuming that social identification for these students aremulti-layered process permeated with various self-concepts and mixed sense ofbelongings, it is important to analyze the relations among three aspects ofidentity: national, regional (Asian), and cosmopolitan (world citizen) orientations. The result shows that the attitude toward national identity is distributeddifferently depending on which country an international student is from. We alsofind that strong attachment to national interests does not necessarily excludethese students’ concern for regional and global issues. ‘Asian identity’ is mainlyinfluenced by experience of respondents in host countries such as perceptionsof the discrimination against foreigners, while ‘world citizen identity’ issignificantly affected by career plan of students. Students who have plans todevelop their careers in foreign countries tend to exhibit remarkable interests ininternational cooperation and mutual coexistence. In this regard, we need anintegrated perspective on international students which regards them not only asconsumers for education industry but also as future citizens of regionalcommunity and the global society. The finding of this research also supports the role of international students and the influence of exchange student programssuch as CAMPUS Asia to alleviate antagonism based on the exclusive nationalidentity and to explore future dynamics for regional and transnational identitiesin Northeast Asia.

Student mobility and Its Implication for the National and Transnational Identities in Northeast Asia

( Jung Mee Hwang ) 한국사회역사학회 2014 담론 201 Vol.17 No.2

이 논문은 동북아시아에서 증가하는 이주의 흐름이 지역 정체성(regionalidentity)에도 의미 있는 변화를 가져올 것이라는 문제의식에 입각하여, 한중일3개국에서 유학 중인 아시아 유학생들의 정체성을 비교 분석한다. 아시아 학생은주로 북미 등 영어권 국가로의 유학을 선호해 왔지만, 최근 들어 인근 아시아 국가에서의 유학을 선택하는 학생들이 늘어나면서 ‘고등교육의 지역화’(regionalizationof higher education) 현상이 동북아에서도 급속하게 진행되고 있는점이 주목된다. 본 연구는 한, 중, 일 3개국의 대학 및 대학원에서 유학 중인아시아 출신 유학생(863명)에 대해 설문조사를 실시하고, 유학생들의 태도에서국민국가에 대한 단일한 소속감뿐 아니라 지역(아시아) 정체성 또는 세계시민정체성을 포괄하는 다층적 정체성이 역동적으로 나타나고 있는지, 또한 그러한과정에 영향을 미치는 요인들은 무엇인지 분석하였다. 분석 결과 유학생들의 국민정체성은 출신 국가에 따라 다르게 나타났으며, 중국출신 학생이 일본 출신에 비해국민국가에 대한 강한 소속감을 보였다. 아시아인으로서의 정체성은 유학 과정에서 외국인으로써 차별적 대우를 받는다는 인식이 강할수록 낮게 나타났다. 반면, 유학 이후에도 계속 외국에 머무르면서 경력을 개발하려는 학생들을 세계시민 정체성이 더 뚜렷한 경향이 있다. 배타적 국가정체성이 충돌하고 있는 동북아 지역에서, 역내 유학생의 증가가 문화적 상호이해의 증진, 더 나아가 EU의 에라스무스 프로그램의 사례에서 보듯이 새로운 지역정체성 형성에 기여할 수 있는지에대해 체계적이고 지속적인 분석이 필요하다. This article looks at the changing landscape of migration and its implication on the aspects of identity in Northeast Asian context, with particularfocus on the experience of international students. Due to the increase of Asian students studying abroad in adjacent countries, the regionalization of higher education has extended very rapidly in the region. It inquires into the multiple aspects of identity among Asian students based on an empirical survey which provides information of 863 Asian students who have studied abroad in Korea, China and Japan. Assuming that social identification for these students are multi-layered process permeated with various self-concepts and mixed sense of belongings, it is important to analyze the relations among three aspects of identity: national, regional (Asian), and cosmopolitan (world citizen) orientations. The result shows that the attitude toward national identity is distributed differently depending on which country an international student is from. We also find that strong attachment to national interests does not necessarily exclude these students’ concern for regional and global issues. ‘Asian identity’ is mainlyinfluenced by experience of respondents in host countries such as perceptions of the discrimination against foreigners, while ‘world citizen identity’ is significantly affected by career plan of students. Students who have plans to develop their careers in foreign countries tend to exhibit remarkable interests in international cooperation and mutual coexistence. In this regard, we need an integrated perspective on international students which regards them not only as consumers for education industry but also as future citizens of regional community and the global society. The finding of this research also supports the role of international students and the influence of exchange student programs such as CAMPUS Asia to alleviate antagonism based on the exclusive national identity and to explore future dynamics for regional and transnational identities in Northeast Asia.