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Capacity development through cross-border higher education program

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Abstract:

The rapidly rising number of cross border higher education (CBHE) programs has generated debates over the proclaimed capacity benefit for developing countries. Importing countries see CBHE as an important channel to building domestic educational capacity (Vincent-Lancrin, 2007). Others are more suspicious and have cautioned that little evidence exists to support any direct contribution to capacity development from CBHE programs (OECD, 2008). To date, few empirical studies have examined capacity development outcomes of CBHE programs in developing countries.
The study applies a game theoretical perspective to analyze two purposefully selected China-US CBHE programs. Based on data from in-depth interviews, policy and archived document analysis, and site visits to all partner institutions, this study addresses the following research questions: 1) How have various stakeholders, including leaders, faculty and administrators, conceptualized capacity building in CBHE programs? 2) To what extend capacity development has been observed and sustained in CBHE programs?
Findings indicate that, while participants of the China-U.S. CBHE programs conceptualized capacity development at all levels (national, institutional, and individual), there is a lack of clear interpretation and implementation strategies to actualize and sustain the specific development, particularly at the institutional and individual levels. Although these programs brought foreign curricula and faculty to China, the extent of scholarly communication and further integration between the local capacity and foreign expertise were very limited. The result also suggests that with comparable partners, an equally involved co-teaching model would be more favorable than franchising and branch campus for both educational providers. Developing countries would benefit from policies and/or national evaluation mechanism that directly target at capacity building at the institutional and individual levels in CBHE.

Author's Keywords:

Capacity development
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494013_index.html
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MLA Citation:

Jie, Yiyun. "Capacity development through cross-border higher education program" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494013_index.html>

APA Citation:

Jie, Y. , 2011-04-30 "Capacity development through cross-border higher education program" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494013_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The rapidly rising number of cross border higher education (CBHE) programs has generated debates over the proclaimed capacity benefit for developing countries. Importing countries see CBHE as an important channel to building domestic educational capacity (Vincent-Lancrin, 2007). Others are more suspicious and have cautioned that little evidence exists to support any direct contribution to capacity development from CBHE programs (OECD, 2008). To date, few empirical studies have examined capacity development outcomes of CBHE programs in developing countries.
The study applies a game theoretical perspective to analyze two purposefully selected China-US CBHE programs. Based on data from in-depth interviews, policy and archived document analysis, and site visits to all partner institutions, this study addresses the following research questions: 1) How have various stakeholders, including leaders, faculty and administrators, conceptualized capacity building in CBHE programs? 2) To what extend capacity development has been observed and sustained in CBHE programs?
Findings indicate that, while participants of the China-U.S. CBHE programs conceptualized capacity development at all levels (national, institutional, and individual), there is a lack of clear interpretation and implementation strategies to actualize and sustain the specific development, particularly at the institutional and individual levels. Although these programs brought foreign curricula and faculty to China, the extent of scholarly communication and further integration between the local capacity and foreign expertise were very limited. The result also suggests that with comparable partners, an equally involved co-teaching model would be more favorable than franchising and branch campus for both educational providers. Developing countries would benefit from policies and/or national evaluation mechanism that directly target at capacity building at the institutional and individual levels in CBHE.


Similar Titles:
New directions in cross-border partnerships: An action-oriented discussion about a “knowledge hub” approach to higher education capacity development

Comparison of partner institutions’ perceptions of the cross-border higher education program and the impact on program implementation

The Labor Market Outcomes of Two Forms of Cross-Border Higher Education Degree Programs between Malaysia and Japan


 
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