Transnational education is an important aspect of international education. The Global Alliance for Transnational Education (GATE), an international certification body, defines it as follows:

Transnational education is attractive to students wishing to gain a qualification granted by a foreign institution but who may be unable or unwilling to study outside their country of residence due to work, family commitments, financial, or other reasons. As a method of human resource development, it can appeal to employers and governments on financial grounds. It also appeals to education providers keen to expand their export market. Even where the term "transnational education" is generally understood, it is not always clear how it may be carried out in practice.

We describe below six different ways in which education is delivered transnationally. The examples are drawn from the Australian practice of providing education transnationally--chiefly, in the Asia Pacific region. While we refer to campuses and institutions, the provider could just as easily be a corporation, or a virtual university. We have modified the vocabulary for purposes of international application. For example, transnational education in Australia is generally referred to as "offshore" education, provided at "overseas" locations. Such terms are appropriate only if your nation happens to occupy an entire continent!

Distance Education
In this form of education--sometimes also referred to as "traditional," or "stand alone" distance education--students pursue independent study on a full- or part-time basis, enrolled directly within the provider institution's distance education program. Sometimes it involves travel to the provider country for course-related activities such as workshops. Course materials are transmitted from the home institution--via mail, the Internet, satellite, or other means--and assignments are returned to the provider institution for correction. Examinations can usually be taken locally under supervised conditions arranged by the provider institution.

Distance education may be of limited popularity in countries where the main language is different from the language of the provider. In those cases, institutional or governmental policies may make local academic support compulsory.

Locally Supported Distance Education
Also known as "taught distance education,"locally supported distance education consists of mixed mode study--that is, a combination of classroom-based and independent study, using the provider institution's distance education curriculum and materials. Students normally have access to a local study support center, which is either owned and operated by the provider institution or provided under a variety of joint-venture arrangements. Often there is some face-to-face academic input from the provider institution, in concentrated periods such as seminars and workshops. The support center would provide locally engaged staff and facilities that may include teaching space, library, and computers. Students are enrolled in the provider institution at all times and may complete the whole program through the local center or elect to transfer to the provider's home campus at some stage. Students may be enrolled part time or full time. Support centers may be private, stand-alone ventures or affiliated with existing private or public institutions.

Twinning Programs
Such programs are similar to the concept of locally supported distance education programs, except that they are fully taught programs following the same syllabus and timetable as the relevant home campus program. Students have the same materials, lectures, and examinations as their peers in the provider institution. The academic staff are usually locally engaged, but selected by the provider institution according to its usual criteria.

Within the Australian system, twinning normally means that part of the course is carried out in the host country and part in the provider country. Two years in Malaysia followed by two years in Australia is a typical format, for example.

Articulation Programs
These programs are similar to twinning programs and are often described as such. The primary difference, however, is that students are not enrolled in the provider institution but rather pursue a program--often leading to a local qualification of the partner organization--that is recognized for credit by the provider institution. Entry with advanced standing to the provider's home-based program is conditional on achieving a specified level of performance in the initial program. For instance, the first two years of study may lead to a diploma from the host institution. This may then be recognized for entry into the final year of the bachelor's degree in the provider's home program.

Branch Campuses
The meaning of branch campuses is ambiguous. Sometimes it is used synonymously with "twinning programs." In the strictest sense, it refers to a fully fledged campus of the provider institution that offers programs from commencement through graduation. The campus could be a joint venture, or wholly owned by the provider institution.

Franchising Arrangements
Under such an arrangement, the provider institution grants a host in another country permission or "license" to offer the provider institution's degree under agreed conditions. The provider may then have very limited involvement in how the program is taught.

Depending upon the nature of the franchise agreement, this may sometimes be considered an unethical use of an institution's name. We know of no instance of an Australian university entering into a franchise arrangement.

This is not an exhaustive list of forms of transnational education. Instead, it briefly highlights some of the more prominent initiatives currently being practiced by Australian colleges and universities. Certainly, further options remain yet to be explored.

Note