Dr Ting Wang University of Canberra Ting.Wang@canberra.au

1. Australian transnational higher education initiatives in China: Opportunities and Challenges for Taiwan Dr Ting Wang University of Canberra Ting.Wang@canberra.edu.au

2. Personal Background • Bilingual and bicultural academic. • Developing TNE since 2001. • PhD: Understanding Chinese educational leaders’ conceptions of learning and leadership in an international education context (2004). • A unique insider/outsider perspective • Provide an effective cultural, linguistic and pedagogical bridge. • Member of University International Education Committee

3. Winner of an Australian award for university teaching in 2009 • An Australian Learning and Teaching Council Citation for Outstanding contribution to student learning • For exemplary transnational education, using culturally sensitive, dialogue-based approaches to inspire education professionals taught in China to think critically about educational leadership.

4. Outline • Introduction • Definition of Transnational Education • TNE in Australia • TNE in China • Australian TNE operations in China • Opportunities and challenges for Taiwan higher education

5. Introduction • Internationalisation of higher education has become a significant theme worldwide. • Western countries: higher education export as a promising economic activity • China has opened its education market to the outside world. • Taiwan seems to be hesitant.

6. The UNESCO-CEPES/Council of Europe Definition • It defines transnational education as “all types of higher education study programs, or sets of courses of study, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based”. (2001, p. 1)

7. Australian Transnational Quality Strategy (2005) • Australian transnational education and training, also known as offshore or cross-border education and training, refers to the delivery and/or assessment of programs/courses by an accredited Australian provider in a country other than Australia, where delivery includes a face-to-face component.

8. University of Canberra Strategic Plan 2008-2012 • one of the five key strategies in the University Strategic Plan 2008-2012 is to “engage effectively with the world around us”. • Step 35: Expand our relationships in East Asia and South Asia.” • The academic staff members are expected to “Show evidence of involvement in any relevant TNE partnerships in these regions”.

9. Australian context • Australia is a leading nation in the export of education. • The third largest export industry, directly behind coal and ore. • No. 1 service export ahead of tourism. • Education exports increased from 12.2 billion in 2007 to $15.5 billion in 2008. • Transnational education is increasingly significant for Australian universities.

10. International Education • One in 40 Australians is international student (0.5 million out of 22 million) • One in four Australian university students is international student. • One in four international students is a TNE student. • A central challenge is to address the quality assurance issues.

11. Growth in offshore programs since 1996(Universities Australia/then AVCC)

12. Distribution of TNE programs • The top ten countries based on estimated student intake and number of programs: Singapore, Malaysia, China, Hong Kong United Arab Emirates, South Africa, Vietnam, Sri Lanka, Mauritius, Japan, New Zealand. • More than 70 per cent of all offshore programs of Australian universities are in Singapore, Malaysia, China and Hong Kong (Universities Australia, 2009).

13. A List of Partnership Programs Offering Degrees Recognized by China by 2003

14. TNE programs by June 2004 • 169 international cooperative programs involving 16 countries including Hong Kong. • Two doctoral, 117 master, 48 bachelor and 2 diploma programs. • The top six countries were Australia (50), USA (44), Hong Kong (24), Canada (13), France (12) and UK (9).

15. TNE programs in 2009? • An incomplete list of approved degree programs by August 2009, with many programs are under review/auditing. • 320 programs in Chongqing, Zhejiang, Henan, Guizhou, Hebei, Helongjiang have registered after MoE official auditing. • The top three countries are the UK (79 and 24.7%), Australia (56 and 17.5%), and the USA (49 and 15.3%). • Only around 20 programs were approved by MoE since 2006 • A complete list is unavailable.

16. 中外合作办学政策规定 1996-2009 • 关于加强中外合作办学活动中学位授予管理的通知 (1996颁布, 2004年废止) • 中华人民共和国中外合作办学条例 (2003) • 中华人民共和国中外合作办学条例实施办法 (2004) • 教育部关于当前中外合作办学若干问题的意见规定(2006) • 教育部关于进一步规范中外合作办学秩序的通知 (2007) • 教育部办公厅关于开展中外合作办学评估工作的通知 (2009)

17. 中外合作办学基本原则 • 坚持引进优质教育资源，加强能力建设的政策导向。 • 开展中外合作办学，要密切结合国家、地方和区域经济发展对各类人才的需求以及学校学科建设的需要，鼓励在国内急需、薄弱和空白的学科领域与外国高水平大学以及具有优势学科的大学开展合作办学. • 引导中外合作办学逐步向中西部地区发展

18. 教育部办公厅关于开展中外合作办学评估工作的通知 2009 • 评估重点为依法办学、引进优质教育资源、办学质量和社会效益等决定中外合作办学机构和项目办学稳定性及可持续发展能力的关键因素。 • 中外合作办学评估2009年下半年将先在天津、辽宁、江苏、河南四省市试点，在总结经验并进一步完善评估标准和程序后全面推行。 • 中外合作办学评估方案（试行） 

19. Australian TNE in China • Decreasing government funding and market driven policy • Strategic position within the Asia Pacific region • Close economic ties with China • A strategic approach coordinated by the Australian governments • Good timing and proactive initiatives

20. Opportunities and Challenges for Taiwan • Political sensitivity and policy context • English language competency • Understanding of Chinese policies • Proactive and precautious approaches • A wide range of disciplinary distribution • Strategic geographic distribution • Importing high quality education resources

21. Conclusion • In an interdependent and globalizing world, Taiwan higher education institutions are expected to take the opportunities and meet the challenges of the internationalisation of higher education through opening its education market, enhancing internationalisation of curricula, and taking proactive transnational education initiatives.

22. Thank You!