ABSTRACT
Three-quarters of higher education (HE) providers in the UK now have some form of transnational education (TNE) in place (Higher Education Statistics Agency (HESA) 2013), where award or credit-bearing learning is undertaken by students who are based in a different country from that of the awarding institution (British Council 2013, 12-13). There are several different types of TNE provision, ranging from overseas campuses to many different forms of collaborative agreements in which programmes are taught by local staff or ‘flying faculty’ from the awarding institution. TNE is a relatively new, but rapidly growing, phenomenon which can provide a range of opportunities for higher education institutions (HEIs). Some of the main reasons for the involvement of HEIs in TNE include broadening educational opportunities, improving reputation and providing access to new income streams and to research partners (Adam 2001; Wallace and Dunn 2013, for example). With an ever-growing demand for HE provision globally, international provision provided in-country is increasingly being seen as a cost-effective alternative for international students (Hénard, Diamond, and Roseveare 2012). This increase in HE involvement in TNE is however matched by continuing concern about the learning
opportunities offered through offshore arrangements and the level of support and development opportunities for staff teaching on these transnational programmes (Castle and Kelly 2004).
