Josep Grifoll is representing AQU, the Catalan University Quality Assurance Agency and has been invited to be one of our keynote speakers at the EFQUEL Innovation Forum this year.
An introduction to his talk…
“E-learning and external quality assurance for Higher Education, are two areas highly influenced by some of the most relevant values of modern societies. Both sectors deal with the issues of trust, equity, fairness, excellence, innovation, diversity, reputation, autonomy or transparency; and all those values are contextualised by a technological landscape that makes easier and cheaper to get access to the knowledge.
European Commission - Press Release details page - European Commission Press release Strasbourg/Brussels, 19 November 2013 Erasmus+, the new EU programme for education, training, youth and sport, due to begin in January, was approved today by the...
Higher education institutions get involved in internationalisation in different ways, for many different reasons. From routine student exchange programmes to cross-border collaborative arrangements, the most striking dimension of the internationalisation process has been its speed and variety. Growth has been particularly strong in the number of students studying in their home country with foreign higher education institutions operating outside of their own national space.
The market for ‘transnational education’ (TNE) has doubled in size since 2000 and continues to grow steadily. As higher education professionals with extensive experience in TNE, it is great to see a resurging interest in the nature and experience of TNE and focus our attention on its changing nature and impact.
Transnational education in a nutshell
For those less familiar with the concept, TNE is a complex mix of engagement activities occurring in culturally diverse markets, embracing both virtual and physical forms of cross-border education. It is distinct from the standard forms of international student mobility where a student from country X goes to study in country Y in order to undertake a degree or course of study, or where the international student is briefly mobile, eg on a semester-based exchange or short-term study programme. In the TNE space, we are concerned with educational service arrangements or courses of study, in which learners are located in a country different from the one where the awarding institution is based. Students experience their education, or some significant part of it, at distance from the home campus of the awarding institution.
Within the United States and abroad, Career and Technical Education (CTE) often exist in a world completely separate from that of traditional postsecondary education. This divide is exacerbated by the sometimes baffling array of options available to students upon completion of secondary school. With such a wide variety of degrees, certifications, credentials, career training, and other learning opportunities, it can be a challenge for students to discern which options provide superior quality, accurately value the benefits of their options, and determine the clearest pathway toward the career to which they aspire.
EU ministers sign off on budget winners: Erasmus+, Horizon 2020 EurActiv EU ministers today (3 December) formally agreed funding for educational and research programmes Erasmus+ and Horizon 2020, two of the largest budget gainers for the 2014-2020...
The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students’ experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility.
Africa has been gaining traction in terms of transnational education. It includes a diverse range of models from traditional branch campuses with Webster to blended-learning models with Kepler. As the demand in Africa grows, ...
The online consultation of Quality Assurance Agency (QAA) on the new draft guidance on Education for Sustainable Development (ESD) for UK higher education providers will come to a close on 3 January 2014.
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