What is it about?

The paper offers a model to help researchers and/or strategic leaders explore the complexities of operating cross-border higher education partnerships. The paper highlights key attributes and facets of transnational arrangements to help those tasked in their management, improve the partnerships performance over time.

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Why is it important?

The operational phase of transnational education is critical to the success of any higher education programme offered overseas. Operational delivery and management: 1. Builds social capital between collaborating partners, enhancing trust, respect and cooperation over time. 2. Ensures the quality of the programmes offered by encouraging transparency, open communication and ownership. 3. Ensures the student experience is upheld and equitable, mirroring that of the home institution.

Perspectives

Having worked in transnational education for shy of 10 years, I feel the operational complexities of running and managing an overseas arrangement are under researched and under theorised. Transnational education is often viewed as an asset and revenue generator for the institutions involved. Many strategic leaders seem to forget that once the 'ink has dried' on informal/ formal documentation, these partnerships require resourcing, whereby support, time and money is invested in those professionals left to deal with these arrangements on a daily basis. I am committed to researching the most effective ways to manage transnational partnerships, so that both student and academic experiences are enhanced over time.

Dr Claudia Marie Bordogna
University of Huddersfield

Read the Original

This page is a summary of: Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research, Journal of Studies in International Education, August 2017, SAGE Publications,
DOI: 10.1177/1028315317724555.
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