Abstract

The increase in international academic mobility has resulted in new and different terms being used to describe this complex phenomenon. The purpose of this paper is to examine similarities and differences in how various countries and organisations are using the terms borderless, cross-border, transnational, and offshore education and to identify key and common elements. The emphasis is on developing a common understanding of the terms for the purposes of developing policy and regulations, undertaking research and collecting data. A conceptual map in the form of typologies for the different types of providers/institutions delivering education across borders as well as the various modes of program and provider mobility is proposed. Finally, the paper delivers a strong message about the need for institutions, associations and governments to take the collection and analysis of data on programme and provider/institutional mobility more seriously. Without some reliable and valid information on the volume, type and scope of education moving across borders, it is a challenge to develop sound policy and regulations to guide this growing sub-sector of higher education and to monitor new opportunities, risks and benefits.