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Towards a risk-based typology for transnational education

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Show simple item record Healey, Nigel Martin 2022-02-14T12:37:53Z 2022-02-14T12:37:53Z 2015
dc.identifier.citation Nigel Martin Healey (2015) 'Towards a risk-based typology for transnational education' Higher Education, 69 (1) :1-18. en_US
dc.identifier.issn 0018-1560
dc.description peer-reviewed en_US
dc.description.abstract Transnational education (TNE) has been a growth area for UK universities over the last decade. The standard typology classifies TNE by the nature of the activity (i.e., distance learning, international branch campus, franchise, and validation). By analysing a large number of TNE partnerships around the world, this study reveals that the current typology has declining value because partnerships are becoming multidimensional and blurring the boundaries between one type and another. It draws on partnership theory and transaction cost analysis to develop a new risk-based typology, using six dimensions of a TNE partnership. The new typology provides a risk profile for a TNE partnership which identifies the sources of reputational risk to the home university. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries Higher Education;69, pp. 1-18
dc.rights The original publication is available at en_US
dc.subject Higher education en_US
dc.subject Transnational education en_US
dc.subject Franchise en_US
dc.subject Validated centre en_US
dc.subject International branch campus en_US
dc.subject International partnership en_US
dc.subject Twinning programme en_US
dc.title Towards a risk-based typology for transnational education en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US 2022-02-11T17:23:24Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1007/S10734-014-9757-6
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 3033743
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Higher Education
dc.description.status Peer reviewed

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