Brain Gain:  
Charting the impact and future of TNE

An OBHE Global Forum in partnership with:

And our valued sponsors:

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Dinner: Wednesday 9th November
Global Forum: Thursday 10th & Friday 11th November

The Royale Chulan Hotel, Kuala Lumpur, Malaysia

Global Forum timings overview:

Wednesday 9th November:

Pre-conference workshop: 10.00am – 1.30pm

Session 1: 4.00 - 6.00pm, Dinner: 6.00 - 8.30pm

Thursday 10th November:  8.15am - 5.30pm

Friday 11th November:  8.30am - 12.00noon

Draft Programme  

Registration

Sponsorship Opportunities

KEYNOTE 
Our keynote speaker, Dato' Seri Haji Idris Jusoh, Minister of Higher Education in Malaysia, will explore Malaysia’s ambitious Higher Education Blueprint which lays out a programme of activity over a ten year period, with TNE in a leading role, to create an internationalised and globally competitive HE system.

THEMES
What is the secret to TNE success? What is the evidence for impact, and how is impact defined? This global forum will take on these and other important questions.

Our themes include:

• Impact of TNE: Who has the best track record on TNE in terms of development and impact? How should impact be defined? Which metrics best capture the TNE contribution?
• TNE Operations: Which TNE delivery models work best in particular circumstances and contexts?
• TNE Quality Assurance: How to regulate and support TNE to both safeguard quality and spur innovation?
• Future of TNE: What will TNE look like tomorrow? How to get the most value from technology?

26 September 2016

IBC Series, Reflections from 8 years on an International Branch Campus

Part V: Home Campus - Perception and Integration

Chris Hill, OBHE Associate
Associate Professor and Director Doctoral Training Centre, Faculty of Education, British University in Dubai

To what extent is an International Branch Campus (IBC) part of the University from which it gets its name? Does it represent an outpost? A reflection? An integrated component or a distant relative? These questions and the realities they embody speak to the very purpose of creating and sustaining an IBC. To what extent is it possible to fully integrate the IBC with the home campus and what are the processes required for this to take effect? Is the best approach top down or bottom up? Should a blueprint be followed or adapted to context and if so, does this adaptation detract or add to the value?

The University of Nottingham Malaysia Campus (UNMC) was established in 2000 in a rented building in the centre of Kuala Lumpur. In 2005, a fully-fledged campus in Semenyih, some 45 km from the centre of KL, was opened. Irrespective of location, the degrees issued were from Nottingham. The mantra was and is ‘one degree’ but the secondary question of ‘one experience’ remained. Much debate surrounds the issue of a shared or even similar experience as underpinning the value of the degree. Quality assurance dictates that the teaching and learning outcomes, assessment methods, facilities and accreditation must be the same, but the experience?

Full article available for members.

19 September 2016

One Belt, One Road- the vehicle for China to become a major education exporter?

Xiaozhou (Emily) Zhou, Observatory Associate
Lecturer, Shanghai International Studies University

“One Belt One Road” is short for the combination of “Silk Road Economic Belt” and “21^st century Maritime Silk Road”, two major economic and cultural initiatives proposed by the President Xi in 2013 during a tour of Asia. Ministers envisage burgeoning bilateral and multilateral relationships- commercial, cultural and diplomatic- between China and a host of countries along the old “Silk Road” between China and the West.

In August, the Ministry of Education released a document outlining where education fits into OBOR. As is typical for such documents, details are limited but the ambition is clear. Does this mark the beginning of China’s bid to become a world power in higher education?

Full article available for members.

12 September 2016

Students as Start-Ups- Purdue University bets that a degree really does pay

Richard Garrett, Director, OBHE

If a degree pays so well, why don’t universities make education free and take a percentage of the salary of their successful graduates?

That is the idea behind Back a Boiler, a pioneering initiative from Purdue University in the United States. In recent decades, tuition fees in the US have far outpaced inflation, and even healthcare costs. Total student debt now exceeds $1.3 trillion, higher than credit card debt. The average student loan debt is $27,000. The federal government is keen for colleges and universities to rein in tuition increases and show value for money. Hilary Clinton, the Democratic nominee for president, has gone so far as to propose tuition-free undergraduate education at in-state public institutions.

Purdue University is taking a fresh approach to the price problem. Under the Back a Boiler scheme, students pay nothing while at school. Six months after graduation, once earning a sufficient salary, x% of their wages will be paid to Purdue over a fixed number of years. The Purdue Research Foundation, which manages the university’s endowment, has put up $2m to support over 100 Purdue undergraduates. Purdue argues that these Income Share Agreements (ISAs) are a way to rein in spiraling student debt and rising defaults, and to help the university better understand the value of its degrees.

How do ISAs work, and do they have game-changing potential?

Full article available for members.

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