Dissertation defense. The model was really nifty with the original animations. A Flash is available for the TNE Model slide here http://tne.nixhome.com/TNE_Model/TNE_Model.htm

1. SINO-U.S. TRANSNATIONAL EDUCATION—“BUYING” AN AMERICAN HIGHER EDUCATION PROGRAM: A PARTICIPANT OBSERVATION STUDY Jerry Vincent Nix October 16th, 2009 Washington State University, Pullman

2. Intro to the Study Higher Education Increasingly commercialized No longer a ”public good” Sold and bought, like any other commodity Increasing demand Seen as a ”ticket” to the world economy Increase in the number of frauds, forgeries, cheats Accreditation mills Degree mills

3. Transnational Education (TNE)‏ Increasing worldwide demand for education Expected to exceed 2000 demand by a factor of four TNE occurs when learners are located in a different country than the awarding institution Developing countries want more access for their young (and increasing) populations

4. TNE Emerges in China China joins WTO in 2002 Becomes full trading partner in 2007 WTO classifies education as a ”tradable service” Lists under GATS in 2005

5. Environment for TNE in China Corruption is rampant Educational corruption is widespread Knowledge for economic benefit Quality connections (Guanxi) is an integral part of the equation Guanxi is inherently corrupt These conditions encourage alternative providers of education Legitimate Illegitimate

6. Primary Purpose of the Study Identify & Explain Sociocultural Dimensions and their impact on: Quality Cost Performance Satisfaction of stakeholders Governments Academic Institutions Academics Students

7. Secondary Purpose of Study Develop a model of TNE As it is practiced in China Guanxi, quality connections milieu As it originates from the U.S. Expectations, in terms of Quality Accountability Meeting needs of clients (students)‏

8. Preliminary Model How do these interact? How do these fit together? Where does Guanxi fit? Where are quality and accountability? Satisfaction?

9. Six Research Questions What are the organizational dynamics of the TNE Program? How do social, political, economic, and cultural dimensions influence program operation? How do Chinese government policies influence program operation and quality?

10. Six Research Questions Does the program reflect standards outlined by professional associations that monitor TNE program quality? What satisfactions and dissatisfactions do TNE students report? What satisfactions and dissatisfactions do TNE instructors report?

11. Methodology Case study as a strategy Participant observation as a method Taught 11 career management courses Six human resources courses Four strategic planning courses Interviewed Nine students (four male, five female) on two different campuses Surveyed 268 students Interviewed 14 Instructors

12. Sino-U.S. Transnational Education “Buying” Tertiary Education U.S. College Profit and administrative services Agent Prestige, Curriculum, Ideas Curriculum, Foreign Instructors Ministry of Education Approval Profit Curriculum, Chinese Instructors International Business School State University Transnational Education Program Authority License Profit and administrative services Degrees Parents / Students Money Students Guanxi (Potential)

13. Quotes from Student Interviews Ms Zhang: ”Our professor was 20, 23, and 30 minutes late for class the first week; we don’t need much, but we need professors to be in our classes.” Student team presentation: ”We are not the best Chinese students...” Ms Fei: ”We have experienced such an irresponsible professor.” Mr. Li: ”...but, you know...some people think this program is a lie.”

14. Quotes from Instructor Interviews Colleague to the Northeast team, doing an accreditation review: ”If my students cannot speak English, they fail. Simple.” Interviewed colleague: ”I call it ’meatball teaching... I give’em [students] the same ingredients every time...at least I’m consistent.” Interviewed colleague: ”They [NCPI administrators] have tried to get me to teach over the contracted hours, pretty much everywhere I’ve been.” Interviewed colleague: ”...really, so very sad, that such untrained individuals are put in charge of such an enormous responsibility.”

15. Four Findings: I Chinese government policies appear to foster “academic capitalism” and to encourage “buying” higher education programs from developed countries; in turn institutions such as Northeast College appear willing to “sell” their educational program

16. Four Findings: II The TNE program lacks transparency and accountability measures that characterize the vast majority of U.S. colleges and universities

17. Four Findings: III The primary goal for this TNE program is profit ($10 million gross in 2008),—at best, student learning is a secondary goal

20. perceived status...to market the program to students and their parents to establish the program.

21. Nine Recomendations (1-5)‏ Undertake Further Research Improve Information to Consumers Utilize existing Quality Assurance Organizations Require Human Resources Training and Certification for TNE Agents Annual Evaluation of Instructors

22. Nine Recommendations (6-9)‏ Provide Benefits and Services to TNE Instructors Culture and Language Training Reduction of English Requirements for TNE courses Maintain a List of Approved Exporting Institutions

23. Final Thoughts Summary Comments? Questions?