ABSTRACT
First, if they were subjected to the widely used indicators of institutional quality – such as research output, student selectivity and resources, transnational programs would not fare well. This is not to say they lack quality in their own right. It does mean that resources devoted to transnational education will not enhance the reputation of the university in international league tables. Indeed, the diversion of resources to transnational education (and away from research, for example) can diminish the standing of the institution. If that consideration is paramount, the university should not engage in the enterprise and/or it should increase its research profile. (The profits from financially successful programs can of course be used to fund research, but neither profits nor research funding are foregone conclusions!)
Second, the quality of transnational education must therefore be addressed in terms of fitness for purpose – the successful teaching and learning of foreign courses in a local environment. In this context we explore the quality principles apposite to transnational education, and how they may be applied at the institutional level. Before we elaborate these arguments, it is necessary to explore the meanings of quality in the context of higher education.
