When in Rome, do as the Romans do

Transnational education is one of the consequences of internationalization and openness of the countries to the outside world. The issue of the transnational education is still ambiguous and vague due to its dyadic nature of working under both sending and accepting states’ rules and regulations. In the complexity of this issue paying attention to the benefits and challenges of cross-border education might be essential.

Different countries have their own reasons to be open or close to the global community.  It depends on countries’ external politics and relations with other states. Talking about cross-border education, often universities from developed countries tend to initiate the opening of their branch campuses overseas (Ziguras and McBurnie, 2011). Even though, mutual benefit could be felt: (1) the recipient-country might have weak and low quality higher education (HE) and accepting foreign providers might help to increase the local HE quality; (2) country is too dense and existing HE institutions cannot embrace the student capacity, for example, India (Altbach, 2010). But with all these seemingly positive influences there are some things recipient-countries need to be aware of.  

Double sided effect is always present. Therefore, some hidden traps would be dangerous for both sides. Recipient-country might have low level of legal security which might backlash local universities’ lives (low enrollment rate, weak faculty retention policy etc.) and contribute to the appearance of state-in-a-state trend (when originally autonomous foreign university could dictate its own rules using its worldwide reputation). As for the cross-border education provider there is no guarantee on economic return. By this I mean, that entering a foreign market is like walking on ice when it could be both stable and fragile simultaneously depending on the intensity of steps and chosen direction.

            A concluding thought is in the inevitability of people’s movement due to a globalized world. If internationalization enhances its presence through cross border education recipient-countries have little chance to resist it. Although, developing smart legal frameworks which will allow cross-border educators come in but respect this country’s rules and regulations is under their [recipient-country’s] authority.       

References

Altbach, P. G. (2010). India’s open door to foreign universities: less than meets the

eye. International Higher Education, 60, 16-18.

Ziguras, C., & McBurnie, G. (2011). Transnational higher education in the Asia-Pacific Region:

From distance education to the branch campus. In S. Marginson, S. Kaur, & E. Sawir (Eds.), Higher education in the Asia-Pacific: Strategic responses to globalization (pp. 105-122). Dordrecht: Springer.

   

   

Internationalization in Central Asia

It is commonly agreed that in order to be globally competitive and have a strong higher education system, countries should be able to engage in international and intercultural dialogue. In this regard, internationalization of higher education seems to be vital and irreversible process. Undoubtedly, each specific country, as well as each region has its own unique approach to the process of internationalization. According to Merrill (2009) this process has unique peculiarities for Central Asia in general and for each Central Asian country in particular. Each country within the sub-region has its own rationales and perceptions of the internationalization of higher education. In this regard, it can be assumed that the internationalization is no longer a choice for Central Asia, but the vital necessity for further growth and development

Having mentioned that internationalization in Central Asia has different pathways, it also should be noted that there are some trends common to the whole region, such as Soviet legacy, common heritage in Islam and challenges of independence. I absolutely agree with the author about those issues, but the same time I think it is important to understand that each Central Asian country perceives and deals with challenges in its own specific ways; one country is taking efforts to strengthen and improve the higher education system, another is satisfied with the existing state of things and do not bring any actions. Similar geographical and ethnical peculiarities do not imply for the coordinated and consistent way of response to the demands of the contemporary scope of higher education.

Eagerness of some Central Asian countries to become members of the Bologna Process reflects the national policies toward political and economic integration with the European Union. In 2010 Kazakhstan became a 47^th member of the Bologna Process. It is provoked a great debate about the legitimacy of the membership. More specifically, Tomusk (2009) ironically points out that other Central Asian countries won’t be able to follow Kazakhstan in joining the Bologna Process, as they do not have influential partners and sufficient resource foundation, as Kazakhstan has. Another Central Asian country which is more or less involved in internationalization process is Kyrgyzstan. Country experiences a great political impact of the US, which is also reflected in several US-Kyrgyz joint educational projects.

In the case of Uzbekistan, country is “wary of western influence” (Merrill, 2009, p. 161). Consequently, the national authorities are strictly control all international activities. Although, de jure Uzbekistan has branch campuses of foreign universities; de facto – all activities and governance are undertaken by Uzbek staff, while international representatives almost do not have any power. 

Turkmenistan and Tajikistan are two Central Asian countries which are expresses severe reluctance to be involved in international and intercultural dialogue. In the case of Turkmenistan, it is more about the willingness, while Tajikistan being resistant to cooperate also lacks sufficient financial foundation and infrastructure to catch up with the demands of the process of internationalization.

Many researchers and scholars apply the concept of “internationalization of higher education in Central Asia” and mean only some particular countries, not the whole region. Nowadays, it is apparent that internationalization happens mostly in Kazakhstan and Kyrgyzstan, limited in Uzbekistan and almost does not exist in Turkmenistan and Tajikistan. The main hindrances are of course closely tight with the economic and political situation in the country. Thus, the improvements of financial situation, infrastructure and overall economic and political situation may lead to more active participation of Central Asian in the internationalization process.

                                                                       References

Merrill, M. C. (2010). Internationalizing higher education in Central Asia. In I. Silova (Eds.), Globalization on the Margins: Education and Postsocialist Transformations in Central Asia (pp. 145-169). Information Age Publication.

Tomusk, V. (2010). The Geography and Geometry of the Bologna Process. In I. Silova (Eds.), Globalization on the Margins: Education and Postsocialist Transformations in Central Asia (pp. 41-60). Information Age Publication.