higher education” and formed the main argument for technology-supported
distance education as a cost-effective alternative.
In 1997, NUFFIC undertook a research project on
Virtual Mobility: New Tech-
nologies and the Internationalisation of Higher Education (Van
der Wende,
1998). From this study it was concluded that since the crisis surrounding
access to higher education worldwide is leading to a transnational matching
of supply and demand, and since highly cost-effective solutions are called
for, the internationalisation of higher education and the use of new technolo-
gies become closely interrelated. This is resulting in ICT-supported transna-
tional higher education within a highly market-driven environment. Moreover,
official institutions of higher learning no longer have a monopoly on this mar-
ket, and the steering and monitoring role of national governments is being
eroded. This raises such issues as competitiveness, quality assurance, and
consumer protection. Furthermore, the impact of
ICT-supported transnational
higher education on systems in developing countries must be seen as both
an opportunity and a threat. The further evolution of systems in these coun-
tries may be endangered, ultimately leading to their marginalisation.
A more recent (2000) study on the phenomenon (commissioned by
CVCP/HEFCE, undertaken by Robin Middlehurst) entitled
The Business of
Borderless Education provides a closer insight into these trends. It confirms
that the growing demand for higher education worldwide is one of the main
driving forces behind the development of borderless education. But also that
it is actually not a demand for more of the same, but a demand from a new
group
of learners, working adults, for lifelong, relevant, “just-in-time”, and
flexible learning opportunities. New providers, such as corporate and for-pro-
fit institutions focus on addressing this new demand in particular. This can be
seen as a valuable supplement to the existing provision, but the question is
whether this type of provision will become a more preferred alternative form
of higher education more generally. Furthermore, this report also points to
the importance of developing adequate quality assurance and management
systems and frameworks.
From US sources (Taylor, 2001) it is confirmed that
the clientele for distance
education consists largely of part-time students in full-time employment. And
that the global competition for students focuses especially on those involved
in continuing professional education and lifelong learning. This market is ex-
pected to grow substantially. The International Data Corporation expects
distance education to grow by 33% each year for the next five years, with an
estimated 2.2 million students in 2002. The CEO of Pearsons Media Group, a
provider of e-learning programmes, estimates that this year two million people
will be seeking a degree online and outside a campus (
The Economist).
From an Australian study (Blight & West, 2000), carried out in 1999, we can
learn that in the Asia-Pacific region the interest for transnational education is
growing. In spite
of the Asian economic crisis, the interest for Australian
29
higher education continued to grow in South-East Asia. More specifically, the
proportion of students who took this at an off-shore campus in their own
country increased (from 18% to 27% between 1996 and 1999), whereas the
proportion of students who came to Australia for on-campus programmes
decreased (from 76% in 1996 to 67% in 1999). In the same period, the pro-
portion of distance education students remained more or less stable.
An IDP study on transnational education published last year (Davis et al,
2000), showed that by then already 35% of the foreign students at Australian
universities studied through transnational education arrangements (at off-
shore campuses), whereas the proportion of international on-campus stu-
dents is still dropping. Most of such programmes concern the field of busi-
ness administration and economics (51%), followed by health and science.
There seem to
be not so many courses in IT, which in many cases belongs
to the popular subject areas for transnational education (In the US, offerings
in IT are number two after courses in business administration). The use of
information and communication technology in the delivery of transational
education is also remarkably low. In general, Australian universities seem to
operate still in a rather physical mode with respect to their overseas or trans-
national offerings: only two out of the 291 sample programmes are delivered
fully online. Most programmes are delivered through face-to-face teaching or
supported distance education (tutoring and some lectures are provided).
This is another contrast with the US situation. Data from the National Center
for Education Statistics show that in the US already in 1997-1998, 60 per-
cent of the institutions offering distance education (one-third of all 2-4 year
post-secondary institutions) used the Internet as the primary mode of
instructional delivery (Lewis et al, 2000). Finally,
the Australian report also
states that quality assurance is an important aspect of this type of educatio-
nal delivery, which is also recognised to be to some extent controversial.
Back to the European scene again. How is transnational and virtual educa-
tion seen in this part of the world? A first study on TNE was undertaken in
2000 (Dos Santos) and further investigations were made in the context of the
Bologna process (Adam, 2001). TNE, or non-European providers entering
the European market, is seen as one of the elements, or threats, which
Europe is facing and which calls for increasing the international competi-
tiveness
of European higher education, which is also one of the main aims of
the Bologna Declaration. The various reports are quite honest in stating that
TNE can widen access to quality higher education and that its growth is
often a sign that the national systems are not responding to the needs of the
students. This can refer to quantitative needs, if the national higher education
structure cannot cater for the national demand, or to the type of demand
(diversity). Or to the need for more flexible, student-centred,
or competency-
based learning which is not met by the national system. The main importers
of TNE in Europe are Greece, Italy and Spain. The main exporters to these
30
countries are the UK and the US It is also acknowledged, however, that
regulation, quality assurance and recognition are the main problems related
to this type of education and that concerted action is necessary in the area
of quality assurance of TNE.
This plea was also made in the context of the OECD ministers’ meeting in
Japan in May of this year. Here, the main policy challenges for governments
related to e-learning and TNE in general are also seen in the need for ade-
quate, preferably multiple, quality assurance systems to protect consumers
and their interests.
Do'stlaringiz bilan baham: 
