A CASE STUDY OF EDUCATION COMMERCIALIZATION VIA JOINT-PROGRAMS BETWEEN VIETNAMESE AND OVERSEAS UNIVERSITIES

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 Cuong1, Nhan Thi Thuy2, Vu Thi Phuong Thao3 Ministry of Education and Training, Vietnam Da Nang Architecture University, Vietnam University of Languages and International Studies, VNU, Vietnam 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, elearning) • 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 JOINT-PROGRAMS • Education: a ‘tradable commodity’ (WTO,2008) • Guidelines in The General Agreement on Trade in Services (GATS) including modes: Crossborder education, Consumption abroad, commercial presence, natural person • 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 (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 Partner selection unsuitable or lowJoint-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 COMMERCIALIZATION Legal loopholes for commercialized practices THREATS • quality compromises • 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 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), 5-23 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 Giáo dục Đào tạo Đại học Viet Nam-Cơ hội 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 13th Australian International Education Conference, Frematle Hong, H (2010) Tổng kiểm tra chương trình liên kết đào tạo với nước [All-sided inspection of jointprograms] Retrieved May 22, 2013, from http://dantri.com.vn/giao-duc-khuyen-hoc/tong-kiem-tra-cac-chuong-trinh-lien-ket-dao-tao-voi-nuoc-ng oai-374895.htm Huang, F (2003a) Transnational higher education: A perspective from China Higher Education Reseach & Development, 22(2), 193-203 Huang, F (2003b) 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 14th Australian International Education, Brisbane References Knight, J (2006a) 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 345-395) Knight, J (2006b) 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 McBurnie, 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 McBurnie, 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 bối cảnh [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., & McBurnie, 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 Table 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 market; seen to Cross-border border while consumers e-learning, virtual still remain inland universities have great potential education in technological age There is physical part/whole of the Mode Consumption movement of customers course in a foreign across border country abroad Mode Commercial presence Mode Natural presence There is a commercial presence of the provider in a foreign country to render service local branch, satellite campuses, twinning partnerships, franchising currently the largest share of global market strong potential for future growth   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)