Despite its growth, TNE remains a heavily debated mode of HE provision primarily because of the risks associated with the offshore institutions involved. This has created a response by organisations at national and international level to assure that quality standards of TNE are appropriate and comparable to the quality standards of the home institution/countries.
This has forced quality assurance policy to be geared towards equivalency rather than quality improvement or quality enhancement. A growing concern now is that the pociy agenda in quality in TNE is primarily focused on risk mitigation and “sameness”.
However, it is increasingly accepted that student experience is central to quality of teaching and learning. This applies to TNE and an increasing debate/discussion has started to emerge about the need to focus on student characteristics rather than rigid quality assurance guidelines.
In this presentation I present evidence from primary research about the importance of student expectations and perceptions in the management of educational quality. Specifically, I discuss the ramifications of the difference in student expectations and perceptions on the current “one-size-fits-all” model for managing quality in TNE. Additionally, I propose a prospective approach in planning, managing and controlling educational quality in TNE partnerships.