An Analysis of Transnational Pharmacy Education in Asia-Pacific

An Analysis of Transnational Pharmacy Education in Asia-Pacific Region Dr. Benjamin Tak-Yuen Chan Division of Health and Applied Sciences, SPACE, University of Hong Kong 1

Transnational Education (TNE) § Important and growing phenomenon in cross-border higher education § Mobility of programmes and institutions across national borders instead of student mobility § Growth of enrolments in importing countries/regions (offshore provision) is faster than onshore international student enrolments (in the case of UK and Australia) 2

Extent of TNE § For higher education (HE) sector, 33% of Australian educational exports are offshore provisions (in 2001) § Top three sites of offshore enrolment parallel source of international student enrolments (Singapore > HKSAR > Malaysia) § UK institutions enrolled 140, 000 offshore students against 200, 000 international students onshore in 1996 -1997 Source: AEI 2003 & OECD 2002 3

TNE in Profile § An average 56. 8% of Australian HE educational exports in these 3 countries/regions are offshore provisions § Together, they account for 79% of offshore total enrolments Countries/ regions Onshore Offshore % offshore Singapore 21, 964 13, 112 59. 7% HKSAR 19, 479 12, 426 63. 8% Malaysia 17, 972 8, 211 45. 7% Source: AEI 2003 4

Challenge of TNE § New forms of delivery and partnership involved According to IDP (2001): § Delivery modes are face-to-face teaching (40%) and supported distance education (40%) § Partnered with private institutions or providers (51%) or public education institutions (25%) § Predominantly postgraduate (56%) and in business related subjects (51%) 5

Classification of TNE Provision Type I Locally supported distance learning - Foreign curriculum, some local teaching Type 2 Twinning programmes - Foreign curriculum, local teaching and student mobility in upper years Type 3 Franchise arrangement - Curriculum and teaching arrangement approved by foreign institution Type 4 Branch campus - Curriculum and teaching wholly controlled by foreign institution emulating home context Source: Marginson and Mc. Burnie (2003) 6

TNE in Health Sciences Very few TNE provisions are in the health sciences field § Business and management make up 68. 2% and IT (19%) of all external bachelor degree enrolments in Singapore. 90% of external postgraduate enrolments are in business and management (Statistics Singapore Newsletter 2001) § Notable provision in health sciences field is in nursing (both top up or degree conversion and postgraduate Masters) § 7

TNE in Pharmacy (1) Evolution § Started as early as 1990 with provision of locally supported distance learning MClin. Pharm-Otago University by HKU SPACE (Hong Kong) § Twinning programmes (2+2) model for BPharm delivery pioneered by IMU/Strathclyde U and SIT/Uni. Sa (Malaysia) § Branch campus model for BPharm delivery by Nottingham and Monash Universities represent latest developments (Malaysia) § Franchise arrangement applies to pharmaceutical management degrees of Bradford and Sunderland Universities (HKSAR & Singapore) 8

TNE in Pharmacy (2) Enabling factors § Shortage of pharmacists § Lack of postgraduate education & training courses § Insufficient local capacity or barriers to expansion § Commonwealth sphere of influence in pharmacist training (UK, Australia, NZ) § Government support (Malaysia) or free market access (HKSAR & Singapore) § Receptive students § Foreign degree highly valued 9

TNE in Pharmacy (3) Benefits § Augments local capacity and achieve faster supply of graduates § Introduces new curriculum ideas and catalyses change in local sector § Encourages private investment in education Possible side-effects § Competition and oversupply in the long run § Hinders localisation efforts § Uncertain return on private investment in education (graduates with dual registration may not work in home country) 10

Overseeing TNE in Pharmacy National governments § Define national capacity (HKSAR and Malaysia in opposite poles) National pharmaceutical associations § Connect with professionalisation strategy (achieving SPD) Institutions offering TNE in pharmacy § Quality assurance, internationisation of curriculum, proper training and support to teaching staff, ensuring competencies of graduates 11

Global Pharmacist Supply Situation Source: FIP 2006 12

Pharmacist Supply Situation in the Three Countries/ Regions % foreign trained to local educated (total & 2005) No. required to achieve 50: 100, 000 ratio Yrs to take based on 2005 level of new pharmacists registered Strategy pursued 6. 9 1, 583 23: 100, 000 82% 60% (2005) 3, 450 24 None 3, 965 15: 100, 000 40% (2005) 13, 000 24 Local capacity and TNE in pharmacy 4. 1 Hong Kong SAR No. reg. pharmacists & pharmacists to population ratio (2005) 26. 0 Country/ Region Pop. (mil) 1, 330 32: 100, 000 17% 21% (2005) 2, 050 17 Local capacity Malaysia Singapore Source: P & P Board of HK, Pharmacy Board of Malaysia, Singapore Pharmacy Board 13

Global Pharmacists Employment Fields Source: FIP 2006 14

Western Pacific Pharmacists Employment Fields Source: FIP 2006 15

Challenge for Curriculum Decision-makers in TNE § § § To understand local context, priorities, needs and constraints To adapt home curriculum with infusion of local elements To orient home staff to foreign teaching environment; identify and train local staff up to common expectation To involve local stakeholders in curriculum planning To uphold academic values over entrepreneurial concerns of private provider 16

Curriculum Influence in Pharmacy in the Western Pacific Region International § FIP statement of policy/professional standards (Good Pharmacy Education Practice, Pharmaceutical Care, GPP Guidelines, Code of Ethics) US § 6 year DPharm (Japan, South Korea); § Postgraduate pharmacy residency training and pharmacy specialists accreditation (Taiwan, Singapore, Thailand) British and Australia § 3/4 year undergraduate education + 2 year postgraduate education (clinical pharmacy) (NZ, HK, Malaysia, Singapore) Autochthonous § Colonial heritage, but largely independent development (Philippines, India) 17

Practicalities of Curriculum Implementation for TNE in Pharmacy § § § Science-based and Clinical practice contents are fairly standard as defined by universal consensus (FIP) Pharmaceutical legislations and introduction to health system require localization Behavioral sciences and health promotion need to account for varying beliefs about health and illness and patterns of medicines usage Social and administrative pharmacy increasingly important as a subject (SPD, NDP, RUD, regional pharmaceutical public health issues identified by WPPF) How to provide for multidisciplinary learning and practice placement? 18

Benefits of TNE for Exporter Country § Encourage study abroad for exporter countries with low rates of domestic student mobility (e. g. Australia’s foreign students: domestic students abroad ratio is 19. 74) § Enhance staff development in international education § Foster international awareness of students through curriculum and extra-curricular activities § Move beyond mono-culturalism, deepen cultural capacities and engage with emerging nations & cultures in the region Source: Marginson and Mc. Burnie (2003) 19

Strategy for Curriculum Internationalization § Need not involve large-scale re-casting of the curriculum of a course § Builds on what is already in it (Levels 1 & 2 of the typology) and utilises institutional off-campus arrangements (Level 3) § Involves changing and transforming students’ perspectives from a mono-cultural view to reflection and acquisition of international literacy § Ideally complemented by providing students with skills and knowledge to perform competently in international environment 20

Edwards’ Typology of Curriculum Internationalisation Source: Edwards et al. (2003) Higher Educ Res Dev 22(2) 183 -192 21

Success of TNE in Pharmacy When educators have done their lot, it will be incumbent on: Governments of importing country/region § To articulate a clear vision of pharmacy development in order to reap public benefits of private investment in education (prevent brain drain) National pharmaceutical association § § § To help shape TNE policy To assist graduates/ returnees in integrating into the local pharmacist corporate To combat segregation and inequality of opportunities for TNE graduates vis-à-vis local graduates 22

Thank you! 23