ABSTRACT
Cross-border education is a multi-billion dollar industry and, in many countries, growing rapidly (Shanahan and McParlane 2005: 220). Education programs, along with related goods and services, are already a signicant component of the export market in many countries. e U.S. export of educational services was valued at $14.6 billion in 2006; education exports in the UK are over £9 billion (Jie 2008). Australia earns over A$2 billion annually from cross-border education products and services, larger than its most staple export, wheat (Bennell and Pearce 2002). Most cross-border programs are focused on the delivery of instructional programs, generally through student and faculty exchange, joint or dual degree programs, and, occasionally, through branch campuses. e provision of these programs was long dominated by Western countries; that pattern is changing. More countries are entering into collaborations with non-Western partners, as evidenced by joint programs between China and Japan (Huang 2010), Hong Kong and Singapore (Lee 2010), and China and Russia (Aroda 2010). For the most part, these programs are motivated by an interest in revenue generation, at least for those exporting the program. Satisfying the unmet demand and building educational capacity are reported more frequently by the importing side of the partnership. Other frequently mentioned motives include building an international reputation, student and sta advancement, meeting dierentiated student needs, innovation through new delivery systems and providers, and enhancing mutual understanding (Organisation for Economic Co-operation and Development 2004a, 2004b; Martin 2007; Jie 2008). While instructional programs account for the greatest share of international collaboration, they are generally well understood. However, as cross-border partnerships take forms that involve greater investment in infrastructure and relocation of home campus personnel (as involved in construction and stang of branch
campuses), the stakes increase. ese newer undertakings oen involve greater nancial and legal liability than typied student or faculty exchanges of the past.
