Establishing a competitive and sustainable TNE market in China Education Across Borders: Transnational Education SIG Forum Victoria University, Melbourne, Australia, 17 July 2015 Establishing a competitive and sustainable TNE market in China AN INSIDER PERSPECTIVE Mingyan Hu PhD Candidate School of Languages and Linguistics Griffith University, Brisbane, QLD mingyan.hu@griffithuni.edu.au

Current landscape of TNE in China Overall scale (MoE, 2015) Tier 1 8 Chinese-foreign cooperative institutes 550,000 students 1,500,000 graduates Tier 2 50 Chinese-foreign cooperative institutes Tier 3 2000 Chinese-foreign cooperative programs CFCRS 600+ Chinese colleges & universities 400+ Foreign colleges & universities Chinese-foreign Cooperation in Running Schools 中外合作办学

Current landscape of TNE in China TNE in China ≠ CFCRS ? TNE in China 中外合作办学 CFCRS Non-CFCRS 非中外合作办学 (With governmental approval) (With governmental approval) (Without governmental approval) Central government Provincial/municipal governments Provincial/municipal governments Tier 1 with legal status Chinese-foreign cooperative institutes 中外合作办学机构 Inter-university communication and exchange programs 校际交流项目 International programs on a commercial basis (e.g. chain or franchise) 商业化国际项目 Tier 2 without legal status (With/without a commercial basis) Chinese-foreign cooperative programs 中外合作办学项目 ? Tier 3 various delivery models (Without a commercial basis) MoE Lists (Adapted from Hu and Willis, in press)

Current landscape of TNE in China The “New Normal” Quality assurance New skills

New growth points 50 Chinese-foreign cooperative institutes (Tier 2) (MoE, 2015)

New growth points 50 Chinese-foreign cooperative institutes (Tier 2) (MoE, 2015)

New growth points Chinese-foreign cooperative programs (Tier 3) 43 programs approved by MoE, 2nd half 2014 (MoE, January 2015)

New growth points Chinese-foreign cooperative programs (Tier 3) 43 programs approved by MoE, 2nd half 2014 (MoE, January 2015)

A tandem strategic framework Guanxi/relationships Partnership Through incremental stages Program mobility Provider mobility Tier 3 Cooperative programs Mechanical Engineering Material Engineering MoE approval 2010 Hannam University 2015 SCH University Tier 2 Cooperative institutes 2016 ASTU-SCH Cooperative College of Medical Cosmetology Information Security Architectural Design

Implications for Australian TNE providers Obtaining Chinese government approval & Support Providing new programs with changing skills Moving to the central and western regions of China Establishing Tier 2 cooperative institutes and Tier 3 cooperative programs in tandem

References Australian Government. (February 2015). Transnational education in the public VET sector. Retrieved from https://internationaleducation.gov.au/research/Research- Snapshots/Documents/TNE_Public%20VET%202013_FINAL.pdf Australian Government. (March 2015). Sino-Australian Forum on Transnational Education and Student Mobility. Retrieved from https://internationaleducation.gov.au/International- network/china/PolicyUpdates-China/Pages/Sino-Australian-Forum-on-Transnational-Education-and- Student-Mobility.aspx Australian Government. (May 2015). China-Transnational higher education update: The second meeting of the Deans’ Association of Chinese-foreign Cooperation in Running Schools. Retrieved from https://internationaleducation.gov.au/News/Latest-News/Pages/CHINA-Transnational-Higher- Education-Update.aspx Autralian Government. (October 2014). Transnational education in the higher education sector. Retrieved from https://internationaleducation.gov.au/research/Research- Snapshots/Documents/Transnational%20education_HE_2013.pdf Custer, S. (2013). What do host countries think of TNE? New study shares insight. Retrieved from http://thepienews.com/analysis/what-do-host-countries-think-of-tne/ Dunning, J. H. (1992). The competitive advantage of countries and the activities of transnational corporation. Transnational Corporations, 1(1), 135-168. Edwards, R., & Edwards, J. (2001). Internationalisation of education: A business perspective. Australian Journal of Education, 45(1), 76-89.

References Hu, M., & Willis, L. (In press). A critical review of cross-border/transnational education in China: Misunderstandings, peculiarities, and new interpretations towards a common framework. McBurnie, G., & Ziguras, C. (2007). Transnational education: Issues and trends in offshore higher education. London: Routledge. Ministry of Education. (2015). Lists of the Chinese-foreign cooperative institutes and programs (in Chinese). Retrieved from http://www.crs.jsj.edu.cn/index.php/default/index/sort/1006 Ministry of Education. (August 2013). Notice of the Chinese-foreign cooperative programs approved in the first half of Year 2013 (in Chinese). Retrieved from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_862/201309/156658.html Ministry of Education. (January 2014). Notice of the Chinese-foreign cooperative programs approved in the second half of Year 2013 (in Chinese). Retrieved from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s7068/201402/xxgk_163890.html Ministry of Education. (January 2015). Notice of the Chinese-foreign cooperative programs approved in the second half of Year 2014 (in Chinese). Retrieved from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_862/201502/183695.html Universities Australia. (April 2014). Offshore programs of Australian univerisities. Retrieved from https://http://www.universitiesaustralia.edu.au/ArticleDocuments/188/LINKS 2014 Offshore Programs FINAL.pdf.aspx Willis, M. (2007). Suggestions and procedures for choosing a Chinese institution of higher education as a partner. Journal of Teaching in International Business, 18(2-3), 9-43.