Grounded synergy: addressing the challenge to co-construct meaningfully collaborative, quality assured, transnational education (TNE) provision

Abstract

The number of students studying through transnational educational (TNE) arrangements at UK higher education institutions (HEIs) has grown considerably over the last decade. Universities UK (2022), drawing on 2020/21 data, reported that 162 HEIs engaged in TNE arrangements with 228 countries. TNE provision encompasses diverse delivery methods, including dual awards, joint awards, double degrees, and franchised or validated arrangements. HEIs grapple with enormous operational complexities in delivering partnership course arrangements. One fundamental challenge is delivering partnership courses that reflect meaningful collaborative work between host and partnership institutions (producing more engaging, creative, and inclusive learning experiences), while also ensuring parity of high-quality educational provision between the institutions. This session was intended to facilitate discussion around how partnerships can navigate these complexities, build a climate of respectful and open dialogue, and successfully deliver high quality, innovative environments for all learners. In doing so, it centred around three core questions: • How can HEIs involve partners in more meaningful, sustainable ways in educational provision? • How might TNE work help HEIs understand their own internal partnerships more clearly? • Where could or should TNE provision in higher education go from here?

Keywords

• transnational education
• professional development
• partnerships
• learning development