The quality of higher education exported to other countries

The International Education Board (IEB) may indeed adopt different policies or criteria when accrediting educational institutions that export their higher education programs compared to those providing education locally. Here's how these policies might differ:

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1. Transnational Education Standards: When accrediting institutions that export their higher education programs, the IEB may focus on transnational education standards and best practices. This includes evaluating the institution's ability to deliver education effectively across borders, ensuring consistency in program quality, faculty qualifications, and student support services regardless of geographical location. In contrast, for institutions providing education locally, the accreditation process may prioritize compliance with national or regional educational standards and regulations.

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2. Recognition and Mobility of Qualifications: Accrediting institutions involved in transnational education may involve considerations of international recognition and mobility of qualifications. The IEB may assess whether the institution's programs and credentials are recognized and valued by employers, educational institutions, and regulatory bodies in different countries. This could include evaluating articulation agreements, credit transfer policies, and recognition by relevant authorities. For institutions providing education locally, the accreditation process may focus more on alignment with local qualification frameworks and standards.

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3. Cross-Border Collaborations and Partnerships: Institutions engaged in transnational education often establish collaborations and partnerships with institutions in different countries. The IEB may evaluate the effectiveness of these partnerships in delivering high-quality education, promoting cultural exchange, and ensuring academic integrity. This could include assessing the institution's partnerships for academic collaboration, joint research initiatives, student exchange programs, and faculty mobility. For institutions providing education locally, the accreditation process may concentrate on the institution's internal resources, faculty expertise, and infrastructure.

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4. Quality Assurance in Transnational Education: Accrediting institutions involved in transnational education may require additional quality assurance measures to address the unique challenges of delivering education across borders. The IEB may evaluate the institution's mechanisms for monitoring program quality, student outcomes, and satisfaction in transnational education settings. This could include assessing the institution's processes for ensuring consistency in curriculum delivery, assessment methods, and student support services across different locations. For institutions providing education locally, the accreditation process may focus more on compliance with established quality assurance frameworks and accreditation standards within the country or region.

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Overall, while the core principles of accreditation apply universally, the IEB may adapt its policies and criteria to address the specific characteristics and challenges associated with transnational education. These differences reflect the growing globalization of education and the need to ensure quality and consistency in educational provision across borders.