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220667 Pubsub2620 Healey.Pdf
University of Huddersfield Repository Healey, Nigel Martin and Bordogna, Claudia From Transnational to Multinational Education: Emerging Trends in International Higher Education Original Citation Healey, Nigel Martin and Bordogna, Claudia (2014) From Transnational to Multinational Education: Emerging Trends in International Higher Education. Internationalisation of Higher Education, 3. pp. 33-56. This version is available at http://eprints.hud.ac.uk/id/eprint/32451/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ From Transnational to Multinational Education: Emerging Trends in International Higher Education Nigel Martin Healey Claudia Bordogna Transnational, or cross-border, education is attracting increasing interest, as universities extend their reach across borders to open up huge new markets. Based on analysis of case students of transnational partnerships, this paper argues that the current definition of transnational education, namely that the degree-awarding university is in a different country from the students being edu- cated, fails to do justice to the multidimensional nature of contemporary transnational partnerships. -
Fiji National University 2018 Annual Report-2
ANNUAL REPORT 2018 PUSHING BOUNDARIES PARLIAMENT OF FIJI PARLIAMENT PAPER NO.78 OF 2019 About FNU 2 TABLE OF Vision 3 CONTENTS Mission 3 Corporate Governance 4 Chancellor’s Foreward 10 Senior Management Group 12 Vice-Chancellor’s Foreward 16 Key developments in the colleges 19 Key developments in the support sections 22 University Statistics 26 Learning and Teaching 34 Research 38 Students 42 Corporate Social Responsibility 44 Sustainable Development Goals (SDGs) 46 Financials 50 FIJI NATIONAL UNIVERSITY ANNUAL REPORT 2018 1 ABOUT OUR OUR FIJI NATIONAL UNIVERSITY VISION MISSION Fiji National University (FNU) is a public, comprehensive, dual- FNU is the national university of Fiji. It was established in its To be recognised as a key To support the economic and sector university: current form by the merger of six tertiary government colleges in 2010, but its constituent colleges trace their roots back to driver of Fiji’s economic social development of Fiji • Public: FNU is primarily funded by an annual Fiji Government the late 19th century. It currently has 10 major campuses, 2,000 operating grant and student tuition fees. Most Fijian students staff and approximately 20,000 students. FNU is a registered prosperity. through relevant, high-quality are eligible to cover their tuition fees and living costs by university with the Fiji Higher Education Commission (FHEC), borrowing from the publicly-funded Tertiary Scholarships which regulates the tertiary education sector in Fiji, and is self- and Loans Board (TSLB). FNU is governed by a University accrediting, in the sense that it has degree-awarding powers. education and training Council appointed by the Minister of Education, Heritage and Arts. -
Transnational Education: Oversexed, Oversold and Over There?
TRANSNATIONAL EDUCATION: OVERSEXED, OVERSOLD AND OVER THERE? NIGEL MARTIN HEALEY A thesis submitted in partial fulfilment of the requirements of Nottingham Trent University for the degree of Doctor of Philosophy by Published Works December 2018 This work is the intellectual property of the author and the publishers of the journals listed below. You may copy up to 5% of this work for private study, or personal, non- commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed in the owner(s) of the Intellectual Property Rights. 1 Table of Contents Page List of published works 3 Glossary of acronyms 4 Abstract 5 Introductory Chapter 7 Appendix A 74 Healey, N. (2008). Is higher education in really internationalising? 81 Higher Education, 55(3), 333-355. Healey, N. (2013). Why do English universities really franchise 106 degrees to overseas providers? Higher Education Quarterly, 67(2), 180-200. Healey, N. (2013). Is UK transnational education “one of Britain’s 128 great growth industries of the future”? Higher Education Review, 45(3), 6-35. Healey, N. (2015). Towards a risk-based typology for 159 transnational education. Higher Education, 69(1), 1-18. Letter from co-author: Dr Lucy Michael 178 Healey, N. and Michael, L. (2015). Towards a new framework for 179 analysing transnational education. Higher Education Policy, 28(3), 369-391. Letter from co-author: Dr Claudia Bordogna 204 Healey, N. -
G&F Summary Report Aug15-Jan16
UCAS advisory and standing groups’ summary report UCAS advisory and standing groups’ summary report August 2015 – January 2016 This report outlines the key discussion areas covered by UCAS’ groups, from August 2015 to January 2016. During this period 14 groups met at least once. The purpose of this report is to provide a high level summary of discussions covered by these groups, pulling together any key themes of discussion. Full minutes for all advisory and standing group meetings are available on ucas.com. Business rules Business rules were discussed in a number of the advisory and standing groups. Topics included the Competition and Markets Authority (CMA), the name-blind application proposal, implications for student loans if the UK left the EU, dates and deadlines – including why the deadline for music was earlier than dance and drama in the UCAS Conservatoires scheme, and the reject by default (RBD) date for the UCAS Undergraduate scheme. Training providers being under pressure to recruit under the new teacher training allocations methodology was also raised. Confirmation and Clearing 2015 An operational update on Confirmation and Clearing was given to all advisory and standing groups. All groups agreed it had been a success. There had been fewer embargo breaches compared to previous years, all of which seemed to be due to human or system error. There was a mixed response to precision marketing data services (PMDS). Although many providers liked the concept, a common complaint was that they received the lists too late, and did not have sufficient time to shortlist and contact applicants. Communications Updates were provided on UCAS’ increased communications to applicants, including reminders of deadline dates and guidance on their next steps. -
Dissertation Final John Branch.Pdf
A Praxiography of the Transnationalization of the Stockholm School of Economics by John David Branch A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education (Educational Leadership) at the University of Michigan-Dearborn 2017 Doctoral Committee: Professor Bonnie Beyer, Chair Associate Professor Paul Fossum Associate Professor Elif Izberk-Bilgin Acknowledgements A doctoral degree is often considered an individual endeavor. But no undertaking of this magnitude can be accomplished alone. I acknowledge, therefore, the support of the following people: • the members of my doctoral committee, Professor Bonnie Beyer, Associate Professor Paul Fossum, and Associate Professor Elif Izberk-Bilgin; • my many other instructors at the College of Education, Health, & Human Services at the University of Michigan-Dearborn; • my wife Christy, and my children Henry, Georgie, and Charlie; • Sera Bird; • my friends and colleagues at the Ross School of Business; • my friends and colleagues at SSE Riga; and • my new colleagues at the Stockholm School of Economics. !i Table of Contents Acknowledgements ................................................................................................................. i List of Figures ....................................................................................................................... vi List of Tables ........................................................................................................................ vii Abstract .................................................................................................................................