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Article
Publication date: 1 November 2019

Fabrizio Trifiro

The purpose of this paper is to provide evidence on the importance of cross-border cooperation in the quality assurance of transnational education (TNE) by offering a…

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Abstract

Purpose

The purpose of this paper is to provide evidence on the importance of cross-border cooperation in the quality assurance of transnational education (TNE) by offering a comparative overview of how TNE is quality assured by both sending and receiving countries. Through this comparative analysis, it will be possible to appreciate the diversity of approaches to TNE. The paper also shows that for the foreseeable future, progress towards effective and effiicient quality assurance of TNE cannot rest on the hope of developing an internationally agreed framework, but it must rest on strengthening cooperation between quality assurance agencies operating within different national frameworks.

Design/methodology/approach

This paper looks at four key sending countries of TNE, the UK, Australia, the USA and Germany, considering the main drivers for out-going TNE, its main features and how it is quality assured. It then considers the same aspects from the perspective of receiving countries of TNE, looking at four key receiving locations, China, Dubai, Singapore and Hong Kong. It also offers an overview of some recent international initiatives aimed at fostering cross-border cooperation in the quality assurance of TNE.

Findings

In the backdrop of this overview of different approaches to TNE, this paper will conclude that for the foreseeable future it is not possible to develop an internationally agreed view and approach to TNE and its quality assurance. This conclusion allows the author to focus on the importance of cross-border cooperation amongst quality assurance agencies in sending and receiving countries for the effective and efficient quality assurance of TNE.

Originality/value

This is the first comparative study of different countries’ approaches to TNE and its quality assurance, taking into account both sending and receiving countries. It allows pointing to the key different features in different countries’ approaches and illustrates how these often relate to the underlining national strategic priorities and drivers for TNE (either in-bound or out-bound). It also allows the international community to realise that in the absence of a viable shared and agreed international framework for the regulation and quality assurance of TNE, it is of paramount importance to focus efforts on inter-agency cross-border cooperation in order to ensure that TNE continues to be of good quality and relevant to the respective communities.

Details

Higher Education Evaluation and Development, vol. 13 no. 2
Type: Research Article
ISSN: 2514-5789

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Book part
Publication date: 8 July 2021

John P. Portelli and Soudeh Oladi

The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting…

Abstract

The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting to live a democratic way of life implies a theory about the nature of knowledge among other theoretical aspects (e.g. political and ethical). At the time of ‘fluid modernity’, the post-truth politics of renouncing truth damages the foundations of democracy, for how could we proceed with a democratic way of life without truth as a common denominator for deliberation? While a defining feature of the post-truth era is its intrinsic relativism, Gellner (2013) warns this could lead to ‘cognitive nihilism’. Thus, it is imperative to (i) find our way back to reasonableness (based on both reason and emotions) based on a Freirean dialogic middle ground, instead of renouncing truth (that is any notion of truth), and (ii) critically discuss possibilities for various approaches to truth-seeking. While it is important to question the foundation and reasonableness of truth, two crucial issues arise: which theory of knowledge and whose theory of knowledge should be accepted as the epistemological basis of truth? Moreover, this chapter will argue that a more plausible notion of truth is neither one that is based on intrinsic objectivity nor intrinsic relativism, but one that is based on the relationship between objectivity and subjectivity; that is a relational (nor relative) and dialectic understanding of truth which does not rule out the existence of facts but questions the political constructs of facts. The final section of the chapter focuses on the application of the understanding of truth as a relational dialogical epistemology. While arguing for a dialogical theory of truth, the chapter also problematizes the predominant view of evidence-based research and policy and offers an in-depth discussion of how our understanding of the relational dialogical notion of truth can be utilized in the analysis of cases involving pro-active discrimination and affirmative action.

Details

Media, Technology and Education in a Post-Truth Society
Type: Book
ISBN: 978-1-80043-907-8

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