International Conference on Impacts of Globalization on Quality

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 Nang Architecture University, Vietnam 3 University of Languages and International Studies, VNU, Vietnam 2 Da

Outline ① Introduction ② Literature review ③ Case study ④ Conclusion ⑤ Q & A

① Introduction

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 Introduction ② Literature review ③ Case study ④ Conclusion ⑤ 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: Crossborder 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 Decisionmaking e. g. institutional autonomy Quality assurance e. g. equality 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 Introduction ② Literature review ③ Case study ④ Conclusion ⑤ 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’ (Huang, 2007, p. 246), adopting “whole package” 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 Learning and Teaching Strategy Decision Making 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? • exceeding numbers of courses and students local allowed for intake Decision institutions Making • a lack of channels for complete and accurate information for students to make informed and rational choices governmental authorities, not local institutions these authorities not performing the job properly. ?

Issues in Vietnam’s current regulation of joint-programs Joint-program lifetime Partner selection Learning and Teaching Strategy Decision Making Quality Assurance

Issues in Vietnam’s current regulation of joint-programs accreditation not to be equated with credibility or reputation Partner selection lacking timely, specific and transparent guidelines for institutions local institutions’ passivity (great demand for 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 • the quality of imported programs lower than the Joint-program lifetime programs themselves in the home branch (Thanh, 2008) • Partner an official and independent quality assurance framework still missing selection Learning and Teaching Strategy • a loophole for unqualified providers to leak into the market via counterfeit accreditation mills. (Altbach & Decision Knight, 2007) Making Quality Assurance

Issues in Vietnam’s current regulation of joint-programs Partner selection unsuitable or low. Joint-program lifetime quality course content and delivery; little participation of highlyqualified 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 particular way, and warns us that the Western 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 THREATS • quality compromises COMMERCIALIZATION Legal loopholes for commercialized practices • 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 Introduction ② Literature review ③ Case study ④ Conclusion ⑤ 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 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), 523. 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 13 th 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/tongkiem-tra-cac-chuong-trinh-lien-ket-dao-tao-voi-nuoc-ngoai-374895. htm Huang, F. (2003 a). Transnational higher education: A perspective from China. Higher Education Reseach & Development, 22(2), 193 -203. Huang, F. (2003 b). 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 14 th Australian International Education, Brisbane.

References Knight, J. (2006 a). 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. 345395). Knight, J. (2006 b). 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. Mc. Burnie, 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. Mc. Burnie, 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. , & Mc. Burnie, 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 Introduction ② Literature review ③ Case study ④ Conclusion ⑤ Q & A

Q&A SESSION

Thanks for your listening.

Table 1. Modes of supply for the delivery of educational services in cross-border trade (GATS, 1995) Supply Types of Examples Market modes arrangement potential A service crosses the distance education, currently small Mode 1 Cross-border while consumers e-learning, virtual market; seen to still remain inland. universities have great potential education in technological age currently the largest share of global market There is physical part/whole of the Mode 2 Consumption movement of customers course in a foreign across border. country abroad There is a commercial local branch, strong potential for Mode 3 Commercial presence of the provider satellite campuses, future growth in a foreign country to twinning presence render service. Mode 4 Natural presence partnerships, franchising People travel to another professors, teachers, potentially a strong country on a temporary researchers working market, emphasizing basis to provide the abroad mobility of service. 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).