Audio

Which ID Number? SHU is 6000 miles away.

Melissa JacobiRebecca PeakeMichael Lam

Kyle Lee

Overview• Setting the Context of Trans National Education (TNE)• Outline the Collaborative Partnership between SHU and SHAPE.• Research Approach• Key Findings• Recommendations

Trans National Education (TNE)• Trans National Education is a term that relates to educational institutions

providing courses internationally, often involving ‘fly in faculty’.

• JISC (2016) identified that “The UK is the world’s second largest (13% of market) and fastest growing (6% p.a.) provider of international education with the UK’s education exports being worth approximately £18bn to our economy”.

• The importance of TNE to the UK HEI sector is seen to be increasing, in July 2013 the UK government published the International Education Strategy which forms part of the strategy to focus on the growth of the sector internationally.

Exploring the Impacts of TNE on Host Countries (British Council: Going Global 2014)• Findings from research on ten countries including: Singapore, China and

Malaysia focusing on the benefits TNE to the host country identified the following as key impacts.

• Many students found they could combine study with TNE institutions and full time employment – Part time or ‘flexible’ students were not unusual.

• TNE programmes were seen to increase the skills in the host country – particularly in relation to Masters Programmes.

• The research suggests that TNE is resulting in positive socio-cultural outcomes, particularly in relation to studying in English and increased cultural awareness.

‘The value of TNE to national economies has been emphasised more often than its value to individual student participants’

(O’Mahony, 2012).

The approach Explore the student experience at SHAPE

Investigate the role of space and place on student identity and belonging

There is an assumption that TNE students want to 'belong' with the UK institution and that collaboration enables a UK HEI experience, with the convenience of remaining in the students home nation.

Focus groups with students in Hong Kong.

"I study at Sheffield Hallam, but in Hong Kong."

"I just say I study Top Up Degree at IVE."

"I study at VTC, it is an overseas Top up Degree."

“VTC always promote it, Top up degree! Top up degree! Top up degree…..”

“The course and university both are important to me, they are both….important”.

“I look up on the internet I see SHU are known for sport, I see they are good, I see have a good ranking in sport, we search and we see it is good”.

“ The coach, the coach said UK is established for sport courses, good sport coaching, theory and structure”.

Why SHU?

Why SHU? Why this course?

“Belong local, same campus and same rooms as higher dip. Everything is the same, some tutors even”

“I think it would be a very good experience if I could feel more connection and more involved with SHU, I would feel great if I could belong more, I would like to feel like I study in UK, that would be great, people would want to hear about it, I could add more experience, it would be great, I would like to feel. More like a SHU student”.

“I think the teachers in Hong Kong are quite different the tutor from uk, let me feel more like.....UK tutor provide more time and opportunity to analyse, this is new to us, they give more time, we think more independently”.

“I think if we can use more English, it would help, we use more English in two week when with UK teacher, the interaction. With UK teachers it is great, you will be more confident to speak in English, with local tutor, it is more difficult, it is less natural to speak English”.

On Course Experience

RecommendationsFacilitate opportunities for interaction between SHU and SHAPE students.

Acknowledgement that TNE offers a SHU experience but this is overshadowed by existing structures established by prior student experience with the collaborative partner.

Continue to deliver UK world leading sport programmes in the context of the local environment (Hong Kong)

Any questions?