Whatever happened to the promise of online learning?
The state of global online higher education

In 2017/18, The Observatory on Borderless Higher Education paid particular attention to online learning and blended learning, conducting a series of country case studies which culminated with this comprehensive report.

The stimulus for OBHE’s case study series was the tension between the scope, diversity and relative maturity of online higher education around the world, and the near absence of studies assessing the significance of online higher education on a global or cross-border level.

Case studies were published on: China (forthcoming), Egypt, England, India, Malaysia, Mexico, Saudi Arabia, South Korea, Spain, Sub-Saharan Africa, United Arab Emirates, and the United States of America. Among the countries looked at, five categories emerge:

• Distance, Not Online. Large distance learning sector with little or no use of online learning beyond some MOOC enthusiasm (e.g. Egypt, India)
• Marginal. Strong growth in campus enrolment, with some online elements. Most distance learning is blended with in-person study centres (e.g. Saudi Arabia, UAE)
• Blurred Growth. A poorly defined combination of informal, distance and online learning enrolment continues to out-perform the overall market (e.g. Mexico, Spain)
• Clear Growth. A clear online distance learning sector continues to out-perform the overall market (e.g. United States)
• Peaked/Decline. Online enrolment growth has been at the expense of the national distance university. Online enrolment is peaking or is in decline (e.g. England, South Korea)

This report offers lessons from the twelve case studies and stands back to draw some conclusions about the significance and direction of online higher education globally.

To gain access to our report and articles, which are exclusive to OBHE subscribers, become a member. A summary of report findings is available to all.

27 June 2018

What do we know about the outcomes of EMI courses in higher education?

Carolyn Walker, OBHE Associate; Consultant in International HE; Former Academic Director at INTO

According to Dr Denise Abreu e Lima (President of Languages without Borders, Brazil), speaking at the British Council’s recent Going Global 2018 conference in Malaysia, “Language is the structure of internationalisation. If a university wants to internationalise they need to invest in language and a language policy”. For many higher education institutions worldwide, recognition of this fact has helped to drive a growing global trend: the teaching of courses through the medium of English, otherwise known as ‘English Medium Instruction’ (EMI) or alternatively ‘English Taught Programmes’ (ETPs). This relatively recent development has been described as a “galloping phenomenon” which is “pandemic in proportion” and “the single most significant current trend in internationalizing higher education”.

Full article available for members.

21 June 2018

Higher Education in the UAE: Agent of change for a shifting economy?

Dr. Christopher Hill, Research Associate, OBHE; Associate Professor, Faculty of Education, The British University in Dubai
Rachael Merola, Senior Researcher, OBHE

The UAE government is striving to enhance the employability of higher education (HE) graduates, and the workforce in general, in anticipation of a more diversified, competitive and automated economy. Transnational education (TNE)- provided by the numerous foreign universities operating in the emirate- are seen as part of the solution, but must navigate local and cultural norms and balance domestic and international students. Domestic institutions are also launching initiatives to create a better educated workforce. This article explores how HE initiatives are helping the nation transition to a more diversified economy.

Full article available for members.

29 May 2018

Ambition meets measurement: Is Malaysia’s Education Blueprint 2015-2025 delivering its education promises?

Rachael Merola, Sr Researcher, OBHE

Malaysia has established itself as one of the most dynamic and international higher education systems in the world. In part, this is the result of explicit goals set forth and outcomes measured in the country’s higher education (HE) plans. These are laid out in the Malaysia Education Blueprint 2015-2025, recently modified for better alignment with new national and international requirements. The Blueprint notes it is imperative that Malaysia compare its education system against international benchmarks to keep up with other nations’ development, and tracks outcomes in its annual report. How has the plan hastened Malaysia’s ascent to one of the most internationalized education systems in the world? What do the 2018 modifications entail?

Full article available for members.

21 May 2018

China’s “Double First Class” Project will showcase Chinese higher education in international rankings

Xiaozhou (Emily) Zhou, Research Associate, OBHE
Associate Professor, Shanghai International Studies University
Rachael Merola, Senior Researcher, OBHE

China’s latest initiative to foster excellence in higher education, the Double First Class (DFC) Project, was released in September 2017 after much anticipation. It is the largest project to date in Chinese higher education, with an allocation of 40 billion RMB ($6.04 billion USD). The project identifies 137 Chinese universities, 42 of which are identified as Double First Class Universities and 95 of which offer Double First Class Disciplines, to receive funding with the aim to increase the global prestige of the Chinese higher education system by 2049-- the 100 year anniversary of the establishment of the People’s Republic of China. While a project of this scale is likely to have its desired impact on higher education rankings, it is unclear what the effect will be on other performance measures, including student outcomes, graduate employability, and teaching and learning. 

Full article available for members.

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