跨国教育的国际比较研究
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摘要
跨国教育是指各种跨越国界实施的教育学习计划或服务,其学习者所在国家和颁发证书机构所在国家不同。跨国教育活动既可以发生在高等教育领域,也可以面向中小学甚至幼儿园,但其主体无疑在前者,因而跨国高等教育和跨国教育基本是同义的。本文的主要研究对象为跨国高等教育,但统一用跨国教育这一术语(除非引用他人的研究)。
跨国教育的萌芽可以追溯到19世纪中叶伦敦大学面向校外学生的“外部系统”(External System)在英国的殖民地国家举办考试。但是随着全球化过程的深入,通信交流技术的飞速发展,知识经济和终身学习时代的到来,特别是营利性教育机构、公司、专业团体等进入传统的教育领地,还有本身具有跨国扩张特点的虚拟课堂、网络课堂的出现,使跨国教育进入了崭新的加速发展阶段。跨国教育兴起的另一个重要背景是冷战结束后,国家间的竞争越来越从政治、军事竞争转移到以经济为核心的综合国力的竞争。教育的经济功能,即为社会提供高素质劳动力从而提高国家经济竞争力,使传统的教育的社会功能与之相比黯然失色,教育的商品属性得到彰显。尤其在高等教育领域,教育的商品化、私有化、市场化在全球范围内成为潮流。跨国教育就是在这样一个教育领域的各种边界日益模糊的背景下发展起来的。
跨国教育在中国主要以中外合作办学的形式存在。自从20世纪80年代中期我国开始出现中外合作办学项目后,中外合作办学经历了从发端到20世纪90年代中期前的探索起步阶段、20世纪90年代中期以后的快速发展阶段、2003年《中华人民共和国中外合作办学条例》与2004年《中华人民共和国中外合作办学条例实施办法》颁布后的规范管理与稳定发展阶段。跨国教育一方面满足了大众对高等教育的需求,在引进新的课程计划和内容,使其更多样化和灵活方面,也起到了一定作用。但是另一方面,跨国教育机构鱼龙混杂,甚至一些骗子机构混迹其间,严重影响了跨国教育的声誉和学生的利益。因此,加强对跨国教育这一现象的研究无疑对中国具有现实意义。
本研究在文献查阅与材料梳理的基础上,结合中国的实践,提炼出3个互相关联的研究问题:
1)国家应如何对待、管理跨国教育?
2)地区应如何对待、管理、吸引跨国教育?
3)机构应如何对待、管理、吸引、实施跨国教育?
知己知彼,百战不殆。澳、英、美、德、法是全球主要的高等教育出口国,也是我国中外合作办学外方机构的主要来源国,对其跨国教育输出的仔细研究构成了本论文主体第一大部分的内容。在对以上各国跨国教育发展的历史背景、现状、特点特色等方面深入分析的基础上,本研究总结了跨国教育输出的三种模式:
1)英澳模式:政府大力推动,机构积极进取,跨国教育规模大、声誉较好、仍具发展潜力;
2)美国模式:政府不闻不问,机构自行其是,跨国教育绝对规模大、相对规模小、声誉参差不齐、发展潜力大;
3)德法模式:政府开始推动,机构开始行动,跨国教育规模小、声誉好、潜力大。
其他跨国教育进口国的经验对我国无疑更有直接的借鉴作用。在分析了跨国教育出口国之后,本研究以与中国同列跨国教育四大目的地的新加坡、香港、马来西亚,以及新兴的跨国教育热点地区——中东为研究对象,深入分析了这些地区在引进外来教育,提升当地高教能力、科技水平、经济竞争力,甚至从单纯教育进口转为进口与出口并举、成为地区教育中心的措施。它们在引进外来教育上的积极进取精神与丰富多彩的创新手段,比如新加坡的吸引世界级大学、香港的以保护消费者利益为出发点对外来教育项目的管理、马来西亚的双联课程、迪拜设立的高等教育自由贸易区、卡塔尔教育城的吸引美国名校开办分校,都给我们以种种启示。总结教育进口国的实践,可以发现以下共同点:
1)立法允许私立高等教育机构办学,并把跨国教育纳入私立高等教育的框架进行管理;
2)争做地区教育中枢;
3)分校的模式日益受到青睐;
4)国际学术城、教育城等外来教育机构集中的教育特区开始出现,并和研发部门、知识产业等比邻而居,营造了一个个充满创新活力的知识经济示范区。
国别研究之后,本论文对跨国教育的核心议题——主权、外部质量保证、模式、国家的宏观管理——进行了更加深入的分析。在梳理了主权、教育主权概念并分析了服务贸易总协定对教育开放的可能影响后,本论文提出应少提或不提教育主权这类涉及意识形态的概念,多关注质量保证及消费者保护之类的实际问题。本研究用最大的篇幅探讨了跨国教育的外部质量保证机制。在详细介绍美国的高等教育认证、欧洲高等教育质量保证体系这两个最为成熟的质量保证机制后,本研究对国际组织、教育输出国、教育输入国三个层面涉及跨国教育外部质量保证的动议与措施进行了评介,得出以下共同点:
1)质量成为跨国教育的焦点问题;
2)对跨国教育质量的基本要求是达到与其在母国相同的水平;
3)跨国教育项目要考虑办学所在地当地的经济、社会、文化、语言环境,对输出、输入的课程进行适当的改动以适应学生和社会的需要;
4)跨国教育的外部质量保证目前主要是以各个国家的质量保证机构和国际专业
认证机构实施的,呈现出合作和竞争并存的局面。
在跨国教育的模式上,本研究根据办学模式分成跨国分校、海外支持大学、特许及双联课程、企业大学、虚拟及远程教育,对其发展现状及特点一一进行了总结。在国家的宏观管理方面,本研究在分析了政府、社会、教育机构在跨国教育上的复杂关系图景,以及教育出口国、教育进口国对跨国教育进行管理的基础上,提出我国对外来跨国教育项目的进入,应秉承开放的念度,以保护消费者利益为出发点,防止在母国未受承认的机构来华办学。另外,应该允许各地、各高校大胆实践创新,通过多种形式的合作办学提升学术水平,使中国高等教育能博采众长,更好地满足学生和国家的需要。
在完成了国别研究及核心议题研究后,论文关注的焦点又回到中国,用具体的案例探讨地区和机构层次的跨国教育实践。这五个引进国外教育机构来华办学、提高本地本机构教育竞争力的案例为:
一个中外合作办学的聚集地——南京仙林国际高教园区;
一个通过全面合作办学提高学校整体水平的大学——上海理工大学;
一个国外大学分校——宁波诺丁汉大学;
一个成功的中外合作办学二级学院——上海大学悉尼工商学院;
一个成功的中外合作办学项目——温州医学院视光学中美联合培养博士项目。
在论文的结论部分,本人引用波普尔开放社会的理论,提出国家应对教育持更开放的态度,给各地、各院校中外合作办学的自主权,乐观其创新尝试;引用张五常地方竞争的理论,提出地方政府应大力引进外来教育资源,支持本地高等教育机构的中外合作办学;引用大学竞争的理论,提出高校应积极开展中外合作办学,提高人才培养水平,提升自身实力与竞争力。总而言之,本人主张我们应该秉持“和而不同,各美其美”的多元文化观,以开放的态度欢迎外来教育的进入,通过消化、吸收、融合,努力使中国的教育、科学、技术进入世界先进之列。而最终,我们要创造高水平的知识与文化产品,对世界做出和我们人口比例相称的贡献。
Transnational education (TNE) refers to a variety of cross-border education programs or services, in which the learners are based in a country different from the country where the certificate-awarding institution is based. TNE activities not only occur in the field of higher education but also can be oriented towards primary and secondary schools and even kindergartens, but most activities take place in the former, and thus transnational higher education and TNE are basically synonymous. The research subject of this study is transnational higher education, but the term TNE is adopted throughout the dissertation (unless quoting others' research).
TNE can be traced back to mid-19th century when The University of London External System, which has been oriented towards off-campus students, conducted overseas examinations in British colonies. However, with the deepening of the globalization process, the rapid development of information and communication technology, the arrival of the era of knowledge economy and lifelong learning, and especially with the intrusion into education territories of for-profit education institutions, companies, professional bodies etc, and also with the emergence of virtual classrooms and web classrooms characteristic of cross-border expansion, TNE has entered a new phase of accelerated development. Another important background for the rise of TNE is that national competition has increasingly shifted from the political and military arenas to competition based on comprehensive strength with economy as the core. The economic function of education—providing high-quality labor force so as to enhance national economic competitiveness—has put into shade the traditional social function of education, and education has demonstrated more attributes of commodities. Particularly in the field of higher education, education commercialization, privatization, and marketization has become a global trend. TNE has been developing against this background of various borders in education increasingly getting blurred.
In China, TNE exists mainly in the form of Sino-foreign joint education ventures. Since such joint programs appeared in mid-1980s, Sino-foreign cooperation in operating joint education programs has undergone 3 stages of development: an initiation stage from mid-1980s to mid-1990s; a rapid development stage from mid 1990s to early 21st century; a stage of stable development with normative regulation after the promulgation of "Regulations of the People's Republic of China on Chinese-foreign Co-operation in Running Schools" in 2003 and "Implementing Measures of Regulations of the People's Republic of China on Chinese-foreign Co-operation in Running Schools" in 2004. On the one hand, TNE meets consumers' demand for higher education, and plays a certain role in introducing new curriculum and course content and making Chinese higher education more diverse and flexible. On the other hand, fake and cheating TNE institutions come into China together with reliable institutions, seriously affecting the reputation of TNE and the interest of students. Therefore, enhancing the study on the phenomenon of TNE no doubt has practical significance to China.
Based on literature review and materials combing, and combining China's practice, this study extracts three interrelated research questions:
1) How should the State treat and regulate TNE?
2) How should local governments treat, regulate, and attract TNE?
3) How should institutions treat, manage, attract and implement TNE?
As a popular Chinese saying goes: Know yourself and know the other party, and then you will not be imperiled in any battle. Australia, the UK, the United States, Germany and France are the world's leading exporters of higher education, and also the major source countries from which foreign partner institutions come. A thorough examination on the TNE export of these countries constitutes the first part of the dissertation body. After a detailed analysis on the historical background, status quo, and unique features and characteristics of TNE development in the above-mentioned countries, this study summarizes three models of TNE export:
1) Anglo-Australian model: active governmental promotion, aggressive institutions, large scale, relatively good reputation, still having potential for development;
2) US model: no governmental promotion, institutions making their own decisions, large in absolute scale but small in proportionate scale, uneven reputation, having great potential for development;
3) Germany-France model: initiating governmental promotion, institutions beginning to act, small scale, good reputation, great potential
The experiences of other TNE importing countries undoubtedly serve a more direct reference function for China. Following the analysis of TNE exporting countries, this study then takes as research subjects Singapore, Hong Kong, Malaysia, which forms four major TNE destination areas together with China, and the Middle East, which is emerging as another hot spot for TNE provision. An in-depth analysis is conducted on the measures these regions have adopted in introducing foreign education, to raise the local higher education capacity, the science and technology level, and economic competitiveness, and even to shift from pure education importing to having both imports and exports, and to become regional education centers. Their enterprising spirit and various innovations, such as Singapore's attracting world-class universities, Hong Kong's consumer-oriented regulation, Malaysia's twinning programs, Dubai's setting up a Free Trade Zone for a cluster of foreign higher education institutions (HEIs), and Qatar Education City's attracting top US universities to set up branch campuses, give us many inspirations. Summing up the practice of TNE importing countries, we can find the following common features:
1) Legislate to allow the operation of private HEIs, and regulate TNE with the same legal framework regulating private higher education;
2) Compete to become regional education hubs;
3) Favour the branch campus model;
4) Special Education Zones with a concentrated cluster of foreign education institutions, such as Dubai International Academic City, Qatar Education City, have begun to emerge, and by neibouring research and development sectors, knowledge-based industries, such zones serve as demonstration areas of dynamic and innovative knowledge-based economy.
Following respective country studies, this paper goes deeper into the core issues of TNE—sovereignty, external quality assurance, models, and national regulation. After combing concepts of sovereignty and educational sovereignty, and analyzing the potential impact of General Agreement on Trade in Services on the opening of education market, this paper proposes that we had better not get involved in such ideological concepts as sovereignty, but pay more attention to practical problems such as quality assurance and consumer protection. The exploration into external quality assurance mechanisms for TNE takes the biggest space of this dissertation. After a detailed introduction to the two most mature quality assurance mechanisms—the US higher education accreditation system, and the European higher education quality assurance system, this study conducts a review and evaluation on the initiatives and measures concerning TNE external quality assurance at three levels: international organizations, education exporting countries, education importing countries, and draws their common features:
1) Quality has become the focal point of TNE;
2) The basic requirement on the quality of TNE is to achieve the same level as in the source country;
3) It is necessary to consider the local economic, social, cultural, and linguistic environments, and to make proper modifications and adaptations to the TNE curriculum, in order to meet the needs of students and the local community;
4) The external quality assurance of TNE is mainly implemented by national quality assurance agencies and international professional bodies, with cooperation and competition coexisting.
As for TNE models, this study summarizes the current development status and characteristics of the following models: branch campuses, foreign-backed universities, franchised and twinning programs, corporate universities, virtual and distance education. In the aspect of national macro-management, this study first analyzes the complex relationships of government, society, and educational institutions in TNE, and the TNE management by exporting and importing countries, and then proposes that China should hold an open attitude towards foreign TNE programs, protect the interest of consumers and prevent the entering of institutions not recognized in their home countries. In addition, local areas and HEIs should be allowed to practice and innovate in TNE, to elevate the academic standards through various forms of cooperative education programs, to make China's higher education system draw on others' strong points and better meet the needs of students and the state.
Upon completion of country studies and the study on the core issues of TNE, the paper turns its focus back to China, and uses concrete cases to explore TNE practice at both local area and institutional levels. The five case studies concerning improving the local and institutional competitiveness through introducing foreign institutions or programs are as follows:
A Special Education Zone exclusively for Sino-foreign joint education institutions—The Nanjing Xianlin International Higher Education Park; A university raising its overall level through comprehensive Sino-foreign joint education ventures—the University of Shanghai for Science and Technology;
A foreign university branch campus—the University of Nottingham Ningbo, China;
A successful Sino-foreign joint school under a Chinese university—Sydney Instituteof Language and Business, Shanghai University;
A successful Sino-foreign joint program—Wenzhou Medical College Sino-US jointPhD program in optometry.
In the concluding part of this thesis, the author quotes Karl Popper's open society theory, and proposes that the government should hold a more open attitude towards education, and give local areas and HEIs the autonomy in Chinese-foreign cooperation in running schools; quotes Steven N. S. Cheung's local competition theory, and proposes that the local governments should vigorously attract foreign educational resources, and support local HEIs' cooperation with foreign universities; quotes university competition theory, and proposes that HEIs should actively carry out various education cooperation projects in order to enhance their strength and competitiveness. In summary, the author maintains that we should uphold a multi-cultural attitude, welcome the entry of foreign education with an open mind, and strive to make China's education, science and technology enter the top rank through absorption, and integration. And eventually, we have to create high quality knowledge and cultural products and make contributions to the world proportionate to China's population size.
跨国教育的萌芽可以追溯到19世纪中叶伦敦大学面向校外学生的“外部系统”(External System)在英国的殖民地国家举办考试。但是随着全球化过程的深入,通信交流技术的飞速发展,知识经济和终身学习时代的到来,特别是营利性教育机构、公司、专业团体等进入传统的教育领地,还有本身具有跨国扩张特点的虚拟课堂、网络课堂的出现,使跨国教育进入了崭新的加速发展阶段。跨国教育兴起的另一个重要背景是冷战结束后,国家间的竞争越来越从政治、军事竞争转移到以经济为核心的综合国力的竞争。教育的经济功能,即为社会提供高素质劳动力从而提高国家经济竞争力,使传统的教育的社会功能与之相比黯然失色,教育的商品属性得到彰显。尤其在高等教育领域,教育的商品化、私有化、市场化在全球范围内成为潮流。跨国教育就是在这样一个教育领域的各种边界日益模糊的背景下发展起来的。
跨国教育在中国主要以中外合作办学的形式存在。自从20世纪80年代中期我国开始出现中外合作办学项目后,中外合作办学经历了从发端到20世纪90年代中期前的探索起步阶段、20世纪90年代中期以后的快速发展阶段、2003年《中华人民共和国中外合作办学条例》与2004年《中华人民共和国中外合作办学条例实施办法》颁布后的规范管理与稳定发展阶段。跨国教育一方面满足了大众对高等教育的需求,在引进新的课程计划和内容,使其更多样化和灵活方面,也起到了一定作用。但是另一方面,跨国教育机构鱼龙混杂,甚至一些骗子机构混迹其间,严重影响了跨国教育的声誉和学生的利益。因此,加强对跨国教育这一现象的研究无疑对中国具有现实意义。
本研究在文献查阅与材料梳理的基础上,结合中国的实践,提炼出3个互相关联的研究问题:
1)国家应如何对待、管理跨国教育?
2)地区应如何对待、管理、吸引跨国教育?
3)机构应如何对待、管理、吸引、实施跨国教育?
知己知彼,百战不殆。澳、英、美、德、法是全球主要的高等教育出口国,也是我国中外合作办学外方机构的主要来源国,对其跨国教育输出的仔细研究构成了本论文主体第一大部分的内容。在对以上各国跨国教育发展的历史背景、现状、特点特色等方面深入分析的基础上,本研究总结了跨国教育输出的三种模式:
1)英澳模式:政府大力推动,机构积极进取,跨国教育规模大、声誉较好、仍具发展潜力;
2)美国模式:政府不闻不问,机构自行其是,跨国教育绝对规模大、相对规模小、声誉参差不齐、发展潜力大;
3)德法模式:政府开始推动,机构开始行动,跨国教育规模小、声誉好、潜力大。
其他跨国教育进口国的经验对我国无疑更有直接的借鉴作用。在分析了跨国教育出口国之后,本研究以与中国同列跨国教育四大目的地的新加坡、香港、马来西亚,以及新兴的跨国教育热点地区——中东为研究对象,深入分析了这些地区在引进外来教育,提升当地高教能力、科技水平、经济竞争力,甚至从单纯教育进口转为进口与出口并举、成为地区教育中心的措施。它们在引进外来教育上的积极进取精神与丰富多彩的创新手段,比如新加坡的吸引世界级大学、香港的以保护消费者利益为出发点对外来教育项目的管理、马来西亚的双联课程、迪拜设立的高等教育自由贸易区、卡塔尔教育城的吸引美国名校开办分校,都给我们以种种启示。总结教育进口国的实践,可以发现以下共同点:
1)立法允许私立高等教育机构办学,并把跨国教育纳入私立高等教育的框架进行管理;
2)争做地区教育中枢;
3)分校的模式日益受到青睐;
4)国际学术城、教育城等外来教育机构集中的教育特区开始出现,并和研发部门、知识产业等比邻而居,营造了一个个充满创新活力的知识经济示范区。
国别研究之后,本论文对跨国教育的核心议题——主权、外部质量保证、模式、国家的宏观管理——进行了更加深入的分析。在梳理了主权、教育主权概念并分析了服务贸易总协定对教育开放的可能影响后,本论文提出应少提或不提教育主权这类涉及意识形态的概念,多关注质量保证及消费者保护之类的实际问题。本研究用最大的篇幅探讨了跨国教育的外部质量保证机制。在详细介绍美国的高等教育认证、欧洲高等教育质量保证体系这两个最为成熟的质量保证机制后,本研究对国际组织、教育输出国、教育输入国三个层面涉及跨国教育外部质量保证的动议与措施进行了评介,得出以下共同点:
1)质量成为跨国教育的焦点问题;
2)对跨国教育质量的基本要求是达到与其在母国相同的水平;
3)跨国教育项目要考虑办学所在地当地的经济、社会、文化、语言环境,对输出、输入的课程进行适当的改动以适应学生和社会的需要;
4)跨国教育的外部质量保证目前主要是以各个国家的质量保证机构和国际专业
认证机构实施的,呈现出合作和竞争并存的局面。
在跨国教育的模式上,本研究根据办学模式分成跨国分校、海外支持大学、特许及双联课程、企业大学、虚拟及远程教育,对其发展现状及特点一一进行了总结。在国家的宏观管理方面,本研究在分析了政府、社会、教育机构在跨国教育上的复杂关系图景,以及教育出口国、教育进口国对跨国教育进行管理的基础上,提出我国对外来跨国教育项目的进入,应秉承开放的念度,以保护消费者利益为出发点,防止在母国未受承认的机构来华办学。另外,应该允许各地、各高校大胆实践创新,通过多种形式的合作办学提升学术水平,使中国高等教育能博采众长,更好地满足学生和国家的需要。
在完成了国别研究及核心议题研究后,论文关注的焦点又回到中国,用具体的案例探讨地区和机构层次的跨国教育实践。这五个引进国外教育机构来华办学、提高本地本机构教育竞争力的案例为:
一个中外合作办学的聚集地——南京仙林国际高教园区;
一个通过全面合作办学提高学校整体水平的大学——上海理工大学;
一个国外大学分校——宁波诺丁汉大学;
一个成功的中外合作办学二级学院——上海大学悉尼工商学院;
一个成功的中外合作办学项目——温州医学院视光学中美联合培养博士项目。
在论文的结论部分,本人引用波普尔开放社会的理论,提出国家应对教育持更开放的态度,给各地、各院校中外合作办学的自主权,乐观其创新尝试;引用张五常地方竞争的理论,提出地方政府应大力引进外来教育资源,支持本地高等教育机构的中外合作办学;引用大学竞争的理论,提出高校应积极开展中外合作办学,提高人才培养水平,提升自身实力与竞争力。总而言之,本人主张我们应该秉持“和而不同,各美其美”的多元文化观,以开放的态度欢迎外来教育的进入,通过消化、吸收、融合,努力使中国的教育、科学、技术进入世界先进之列。而最终,我们要创造高水平的知识与文化产品,对世界做出和我们人口比例相称的贡献。
Transnational education (TNE) refers to a variety of cross-border education programs or services, in which the learners are based in a country different from the country where the certificate-awarding institution is based. TNE activities not only occur in the field of higher education but also can be oriented towards primary and secondary schools and even kindergartens, but most activities take place in the former, and thus transnational higher education and TNE are basically synonymous. The research subject of this study is transnational higher education, but the term TNE is adopted throughout the dissertation (unless quoting others' research).
TNE can be traced back to mid-19th century when The University of London External System, which has been oriented towards off-campus students, conducted overseas examinations in British colonies. However, with the deepening of the globalization process, the rapid development of information and communication technology, the arrival of the era of knowledge economy and lifelong learning, and especially with the intrusion into education territories of for-profit education institutions, companies, professional bodies etc, and also with the emergence of virtual classrooms and web classrooms characteristic of cross-border expansion, TNE has entered a new phase of accelerated development. Another important background for the rise of TNE is that national competition has increasingly shifted from the political and military arenas to competition based on comprehensive strength with economy as the core. The economic function of education—providing high-quality labor force so as to enhance national economic competitiveness—has put into shade the traditional social function of education, and education has demonstrated more attributes of commodities. Particularly in the field of higher education, education commercialization, privatization, and marketization has become a global trend. TNE has been developing against this background of various borders in education increasingly getting blurred.
In China, TNE exists mainly in the form of Sino-foreign joint education ventures. Since such joint programs appeared in mid-1980s, Sino-foreign cooperation in operating joint education programs has undergone 3 stages of development: an initiation stage from mid-1980s to mid-1990s; a rapid development stage from mid 1990s to early 21st century; a stage of stable development with normative regulation after the promulgation of "Regulations of the People's Republic of China on Chinese-foreign Co-operation in Running Schools" in 2003 and "Implementing Measures of Regulations of the People's Republic of China on Chinese-foreign Co-operation in Running Schools" in 2004. On the one hand, TNE meets consumers' demand for higher education, and plays a certain role in introducing new curriculum and course content and making Chinese higher education more diverse and flexible. On the other hand, fake and cheating TNE institutions come into China together with reliable institutions, seriously affecting the reputation of TNE and the interest of students. Therefore, enhancing the study on the phenomenon of TNE no doubt has practical significance to China.
Based on literature review and materials combing, and combining China's practice, this study extracts three interrelated research questions:
1) How should the State treat and regulate TNE?
2) How should local governments treat, regulate, and attract TNE?
3) How should institutions treat, manage, attract and implement TNE?
As a popular Chinese saying goes: Know yourself and know the other party, and then you will not be imperiled in any battle. Australia, the UK, the United States, Germany and France are the world's leading exporters of higher education, and also the major source countries from which foreign partner institutions come. A thorough examination on the TNE export of these countries constitutes the first part of the dissertation body. After a detailed analysis on the historical background, status quo, and unique features and characteristics of TNE development in the above-mentioned countries, this study summarizes three models of TNE export:
1) Anglo-Australian model: active governmental promotion, aggressive institutions, large scale, relatively good reputation, still having potential for development;
2) US model: no governmental promotion, institutions making their own decisions, large in absolute scale but small in proportionate scale, uneven reputation, having great potential for development;
3) Germany-France model: initiating governmental promotion, institutions beginning to act, small scale, good reputation, great potential
The experiences of other TNE importing countries undoubtedly serve a more direct reference function for China. Following the analysis of TNE exporting countries, this study then takes as research subjects Singapore, Hong Kong, Malaysia, which forms four major TNE destination areas together with China, and the Middle East, which is emerging as another hot spot for TNE provision. An in-depth analysis is conducted on the measures these regions have adopted in introducing foreign education, to raise the local higher education capacity, the science and technology level, and economic competitiveness, and even to shift from pure education importing to having both imports and exports, and to become regional education centers. Their enterprising spirit and various innovations, such as Singapore's attracting world-class universities, Hong Kong's consumer-oriented regulation, Malaysia's twinning programs, Dubai's setting up a Free Trade Zone for a cluster of foreign higher education institutions (HEIs), and Qatar Education City's attracting top US universities to set up branch campuses, give us many inspirations. Summing up the practice of TNE importing countries, we can find the following common features:
1) Legislate to allow the operation of private HEIs, and regulate TNE with the same legal framework regulating private higher education;
2) Compete to become regional education hubs;
3) Favour the branch campus model;
4) Special Education Zones with a concentrated cluster of foreign education institutions, such as Dubai International Academic City, Qatar Education City, have begun to emerge, and by neibouring research and development sectors, knowledge-based industries, such zones serve as demonstration areas of dynamic and innovative knowledge-based economy.
Following respective country studies, this paper goes deeper into the core issues of TNE—sovereignty, external quality assurance, models, and national regulation. After combing concepts of sovereignty and educational sovereignty, and analyzing the potential impact of General Agreement on Trade in Services on the opening of education market, this paper proposes that we had better not get involved in such ideological concepts as sovereignty, but pay more attention to practical problems such as quality assurance and consumer protection. The exploration into external quality assurance mechanisms for TNE takes the biggest space of this dissertation. After a detailed introduction to the two most mature quality assurance mechanisms—the US higher education accreditation system, and the European higher education quality assurance system, this study conducts a review and evaluation on the initiatives and measures concerning TNE external quality assurance at three levels: international organizations, education exporting countries, education importing countries, and draws their common features:
1) Quality has become the focal point of TNE;
2) The basic requirement on the quality of TNE is to achieve the same level as in the source country;
3) It is necessary to consider the local economic, social, cultural, and linguistic environments, and to make proper modifications and adaptations to the TNE curriculum, in order to meet the needs of students and the local community;
4) The external quality assurance of TNE is mainly implemented by national quality assurance agencies and international professional bodies, with cooperation and competition coexisting.
As for TNE models, this study summarizes the current development status and characteristics of the following models: branch campuses, foreign-backed universities, franchised and twinning programs, corporate universities, virtual and distance education. In the aspect of national macro-management, this study first analyzes the complex relationships of government, society, and educational institutions in TNE, and the TNE management by exporting and importing countries, and then proposes that China should hold an open attitude towards foreign TNE programs, protect the interest of consumers and prevent the entering of institutions not recognized in their home countries. In addition, local areas and HEIs should be allowed to practice and innovate in TNE, to elevate the academic standards through various forms of cooperative education programs, to make China's higher education system draw on others' strong points and better meet the needs of students and the state.
Upon completion of country studies and the study on the core issues of TNE, the paper turns its focus back to China, and uses concrete cases to explore TNE practice at both local area and institutional levels. The five case studies concerning improving the local and institutional competitiveness through introducing foreign institutions or programs are as follows:
A Special Education Zone exclusively for Sino-foreign joint education institutions—The Nanjing Xianlin International Higher Education Park; A university raising its overall level through comprehensive Sino-foreign joint education ventures—the University of Shanghai for Science and Technology;
A foreign university branch campus—the University of Nottingham Ningbo, China;
A successful Sino-foreign joint school under a Chinese university—Sydney Instituteof Language and Business, Shanghai University;
A successful Sino-foreign joint program—Wenzhou Medical College Sino-US jointPhD program in optometry.
In the concluding part of this thesis, the author quotes Karl Popper's open society theory, and proposes that the government should hold a more open attitude towards education, and give local areas and HEIs the autonomy in Chinese-foreign cooperation in running schools; quotes Steven N. S. Cheung's local competition theory, and proposes that the local governments should vigorously attract foreign educational resources, and support local HEIs' cooperation with foreign universities; quotes university competition theory, and proposes that HEIs should actively carry out various education cooperation projects in order to enhance their strength and competitiveness. In summary, the author maintains that we should uphold a multi-cultural attitude, welcome the entry of foreign education with an open mind, and strive to make China's education, science and technology enter the top rank through absorption, and integration. And eventually, we have to create high quality knowledge and cultural products and make contributions to the world proportionate to China's population size.
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1 GEIGER R L.Differentiation.Hierarchy,and Diversity:An Overview of Higher Education in the United States[G]// Adams R M(ed).Trends in American & German Higher Education.The American Academy of Arts and Sciences.2002
2 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
3 IIENetwork.Open Doors 2008 Fast Facts[EB/OL].[2009-4-10]http: //www.opendoors.iienetwork.org/ffle_depot/0-10000000/0-10000/3390/folder/68485/Open+Doors+Fast+2008.pdf
1 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
2 IIENetwork.Open Doors 2008 International Scholars[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131567
3 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
4 IIENetwork.Open Doors 2008 Intensive English Programs[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131574
5 IIENetwork.Open Doors 2008 International Students in the U.S.[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131590
6 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
7 IIENetwork.Open Doors 2008 U.S.Study Abroad[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131555
1 Guruz K.Higher Education and International Student Mobility in the Global Knowledge Economy[M].Albany:State University of New York Press,2008
2 赵晓阳.美国学生海外传教运动与美国早期汉学的转型[J].陕西师范大学学报,2003增刊.[2009-4-10].http://ich.cass.cn/News Show.asp?NewsID=506
3 罗荣渠.论美国与西方资产阶级新文化输入中国[G]//中美关系史论文集.[2009-4-10].http://202.116.73.111/netedu/reference-book/China-America/biduziliao/08.htm
4 同上
5 叶林.美国大学在日分校的历史、现状和将来[J].清华大学教育研究,2005(1).
1 Verbik L,Merkley C.The International Branch Campus-Models and Trends.The Observatory on Borderless Higher Education Report,October 2006.[2007-8-1].http://www.obhe.ac.uk/products/reports/ftpdf/2006-10-01.pdf
1 The Observatory on Borderless Higher Education.The Dominican Republic to encourage transnational activity en mass in pursuit of cyber island' status[R/OL].[2007-8-18].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=426&mode=month
2 Stevens Institute of Technology.Stevens Institute of Technology of the Americas debuts[EB/OL].[2009-4-10].http://www.stevens.edu/press/pr/pr647.htm
1 The Observatory on Borderless Higher Education.One American branch campus and four private universities to open in Vietnam:government premises its support on developmental grounds,but is boosting capacity enough?[R/OL].[2007-8-18].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=344&mode=month
2 American Pacific University homepage.[2009-4-10].http://www.apu.edu.vn/
3 Fairleigh Dickinson University.About FDU-Vancouver[EB/OL].[2009-4-10].http://view.fdu.edu/default.aspx?id=3828
4 Tisch School of the Arts Opens Singapore Campus.[2007-8-17].http://www.nyu.edu/nyutoday/archives/20/06/PageOneStories/Ti sch-Singapore.html
5 NCES.Enrollment in Postsecondary Institutions.Fall 2005;Graduation Rates.1999 and 2002 Cohorts;and Financial Statistics,Fiscal Year 2005[R/OL].[2007-8-4].http://nces.ed.gov/pubs2007/2007154.pdf
1 同上
2 Garrett R.Global Education Index 2005,Part 1:Public Companies-Share Price & Financial Results,http://www.obhe.ac.uk/products/reports/pdf/GEI_2005_pt1.pdf 2007-8-5
1 The Chronicle of Higher Education.The Chronicle Index of For-Profit Higher Education[R/OL].[2008-1-21].http://chronicle.com/weekly/v51/i23/23a03402.htm
1 此部分营利性大学集团介绍根据各个集团的网站、无边界高等教育观察网站、及凯马尔·古鲁兹的“全球知识经济中的高等教育和国际学生流动”一书初稿中相关内容写成。
2 Apollo Group homepage[EB/OL].[2009-4-11].http://www.apollogrp.edu/default.aspx
3 同上
4 Apollo Group homepage[EB/OL].[2007-8-19].http://www.apollogrp.edu/default.aspx
5 Apollo Group Inc.2008 Annual Report[R/OL].[2009-4-11].http://www.apollogrp.edu/Annual-Reports/2008%20Annual%20Report.pdf
1 The Observatory on Borderless Higher Education.Apollo International Opens First Branch Campus of an American University in India[EB/OL].[2007-8-19].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=133&mode=month
2 Kaplan.homepage[EB/OL].[2009-4-ll].http://www.kaplan.com/
1 Career Education Corporation.homepage[EB/OL].[2009-4-11].http://www.careered.com/
2 Laureate Education Inc.homepage[EB/OL].[2009-4-11].http://www.laureate-inc.com/
1 UNITED STATES SECURITIES AND EXCHANGE COMMISSION.FORM 10-K/A:LAUREATE EDUCATION,INC.[R/OL].[2008-1-20].http://yahoo.brand.edgar-online.com/EFX_dll/EDGARpro.dll?FetchFilingHTML1 ?SessionID=XW42CmmKL961 Rmr&ID=4295542
1 Laureate Education Inc.campus-based universities[EB/OL].[2009-4-11].http://www.laureate-inc.com/univCampusBased.php
1 DeVry Inc.homepage[EB/OL].[2009-4-11].http://www.devryinc.com/
1 The Observatory on Borderless Higher Education.21st August 2004:Two for-profit universities to watch-Northface University and University of Northern Virginia[R/OL].[2008-1-19].http://www.obhc.ac.uk//cgi-bin/news/article.pl?id=309&mode=month
2 The Observatory on Borderless Higher Education.One to watch? Trinity Learning continues global expansion with acquisition of South African online degree provider[R/OL].[2008-1-19].http://www.obhe.ac.uk//cgi-bin/news/article.pl?id=195&mode=month
3 U.S.Department of Education.1998 Amendments to the Higher Education Act of 1965[EB/OL].[2009-4-11].http://www.ed.gov/policy/highered/leg/hea98/index.html
1 Gutuz K.Higher Education and International Student Mobility in the Global Knowledge Economy[M].Albany:State University of New York Press,2008
2 同上
3 同上
4 同上
5 The Observatory on Borderless Higher Education.100+US Universities & Colleges Outsource Student Support to Smarthinking.com[R/OL].[2007-11-6].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=71&mode=month
6 Smartthinking.About Us[EB/OL].[2009-4-11].http://www.smarthinking.com/
1 教育部.授予国外学位与香港特别行政区学位的合作办学在办项目名单[EB/OL].[2009-4-9].http://www.jsj.edu.cn/article_read.php?id=4-20070627-144#
2 Feng Guoping,Gong Siyi.Sino-Foreign Joint Education Ventures:A National,Regional and Institutional Analysis [R/OL].[2007-12-12].http://www.obhe.ac.uk/products/reports/
1 温州教育网.中美第一所合办大学——温州肯恩大学在美国签约[EB/OL].[2009-4-11].http://www.wzer.net/view.asp?sID=7019
2 The Observatory on Borderless Higher Education.First foreign for-profit providers to secure‘approved'status in China-but what sort of approval?[R/OL].[2007-12-12].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=270& mode=month
3 北京中加工商学院.[EB/OL].[2007-12-13].http://www.cibt.edu/Profiles/2007/1206/article_1.html
1 李其龙.洪堡[G]//赵祥麟.外国教育家评传,第一卷.上海教育出版社,2003:734-745
1 BMBF.The Bologna Process[EB/OL].[2006-7-17].http://www.bmbf.de/en/3336.php#The_current_position_in_Germany
2 BMBF.Asia Concept 2002[EB/OL].[2006-11-15].http://www.bmbf.de/pub/asia_concept_2002.pdf
1 UNESCO Institute for Statistics.Table 17:Internationally mobile students in tertiary education[EB/OL].[2006-7-17].http://stats.uis.unesco.org/Table Viewer/table Vie w.aspx?ReportId=217
2 BMBF.Internationalization of Higher Education[EB/OL].[2006-11-16].http://www.bmbf.de/pub/internationalization_of_higher_education_2005.pdf
3 The Observatory on Borderless Higher Education.Mapping German transnational activities-is a more commercial approach slowly being adopted?[R/OL].[2006-9-1].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=385&mode=year
4 DAAD.German Degree Programmes Abroad[R/OL].[2006-11-16].http://www.daad.de/de/download/export/weltkartc_20050701.pdf
1 German University in Cairo.Homepage[EB/OL].[2006-11-17].http://www.guc.edu.eg/
1 Richter F.Growing Pains.Business Today Egypt,October 2004.[2009-4-12].http://www.businesstodayegypt.com/article.aspx?ArticleID=2386
2 Wadi Internationa]University.Homepage[EB/OL].[2009-4-12].http://www.wgsu.biz/index.php German-Jordanian University.Homepage[EB/OL].[2009-4-12].http://www.gju.edu.jo/Arab International University.Homepage[EB/OL].[2009-4-12].http://www.aeu.ac.sy/
Bahrain Tribune.Bahrain:Euro University ready for post-graduate classes[EB/OL].[2009-4-12].ttp://www.zawya.com/printstory.cfm?storyid=ZAWYA20031215055132&1=055100031215
1 German Institute of Science and Technology in Singapore.Homepage[EB/OL].[2009-4-12].http://www.gist.edu.sg/
2 Economic Review Committee(2002).Developing Singapore's Education Industry[R/OL].[2006-11-3].http://www.channelnews asia.com/cna/parliament/erc/edu.pdf
3 EDB Singapore.1st German university outside Germany sets up in Singapore[EB/OL].[2006-11-3].http://www.sedb.com/edb/sg/en_uk/index/news_room/news/2002/speech_by_mr_teo_ming23a.html
1 Thai-German Graduate School of Engineering.Homepage[EB/OL).[2009-4-12].http://www.tggs.kmitnb.ac.th/Delegierter der Deutschen Wirtschaft in Vietnam.TU Dresden.Vietnam-Education and Research Center[EB/OL]. [2009-4-12].http://www.vietnam.ahk.de/index.php?id=651SWISS GERMAN UNIVERSITY.Homepage[EB/OL].[2009-4-12].http://www.sgu.ac.id/
1 La Francophonie.Homepage[EB/OL].[2008-1-27).http://www.francophonie.org/
1 安延.法国近年接受外国留学生的新情况及与其他国家的比较[J].世界教育信息,2005(5)
2 法国教育服务中心.CampusFrance[EB/OL].[2009-4-12].http://chine.campusfrance.org/page.ip?id=1_1&loeale=zh_CN
3 法国驻华大使馆大学合作处.法国高等教育的吸引力[EB/OL].[2008-1-27].http://www.ambafrance-cn.org/spip.php?article2344&lang=zh
4 同上
1 Jokivirta L.Higher Education Crossing Borders in Francophone Africa.Part 1:Opportunities,Challenges and Implications.The Observatory on Borderless Higher Education Nov 2005
2 Jokivirta L.Higher Education Crossing Borders in Francophone Africa.Part 2:Opportunities.Challenges and Implications.The Observatory on Borderless Higher Education Dec 2005
1 The Observatory on Borderless Higher Education.Reform,resistance and international recruitment in French higher education[R/OL].[2008-2-2].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=251&mode=month
2 Singapore Economic Development Board.Singapore:The Global Schoolhouse[EB/OL].[2008-2-9].http://www.sedb.com/edb/sg/en_ul^mdex/news_room/publications/smgapore_investment2/singapore_investment0/singa pore__the_global.html
3 Economic Review Committee.Developing Singapore's Education Industry[R/OL].[2008-2-9].http://www.sedb.com/edb/sg/en_uk/mdex/news+room/publications/singapore_investment2/singapore_investment0/singap ore__the_global.html
4 Olds K.Global Assemblage:Singapore.Foreign Universities,and the Construction of a“Global Education Hub”[R/OL].[2009-4-12].http://www.wiscape.wisc.edu/publications/attachments/WP009.pdf
5 INSEAD.Homepagc[EB/OL].[2008-2-12].http://www.insead.edu/home/
1 Agence Universitaire de la Francophonie.The AUF in brief[EB/OL].[2009-4-12].http://www.auf.org/langues/en/the-auf-in-brief/accueil.html
2 Jokivirta L.Higher Education Crossing Borders in Francophone Africa.Part 1:Opportunities.Challenges and Implications.The Observatory on Borderless Higher Education Nov 2005
3 Jokivirta L.Higher Education Crossing Borders in Francophone Africa,Part 2:Opportunities,Challenges and Implications.The Observatory on Borderless Higher Education Dec 2005
1 教育部.中外合作办学基本情况[EB/OL].[2008-2-21].http://www.edu.cn/20030407/3081628.shtml
2 Feng Guoping,Gong Siyi.Sino-Foreign Joint Education Ventures:A National,Regional and Institutional Analysis [EB/OL].[2008-2-21].http://www.obhe.ac.uk/products/reports/
3 上海大学中欧工程技术学院.主页[2008-2-21].http://www.shu.edu.cn/Default.aspx?alias=www.shu.edu.cn/utseus
1 上海大学中欧工程技术学院.2007年招生简章[EB/OL].[2008-2-27].http://202.121.199.135/docs/utseus.pdf
1 同济大学.合作办学[EB/OL].[2009 4-12].http.//www.tongji.edu.cn/guojijiaoliu/hezuobanxue.asp
2 Lanzendorf U.Foreign-backed universities:A status report on international academic affiliation.The Observatory on Borderless Higher Education Monthly Report,Feb 2008
1 Universitas 21.homepage[EB/OL].[2009-4-1].http://www.universitas21.com/
2 顾建新.跨国教育发展理念与策略[M].上海:学林出版社,2008:265
1 Garrett R.Verbik L.Transnational delivery by UK higher education,part 2:innovation & competitive advantage,The Observatory on Borderless Higher Education Briefing Note,August 2004
1 Olds K.Global Assemblage:Singapore,Foreign Universities,and the Construction of a“Global Education Hub”[R/OL].[2008-3-3].www.wiscape.wisc.edu/publications/attachments/WP009.pdf
2 ERC.Developing Singapore's Education Industry[R/OL].[2008-3-3].http://app.mti.gov.sg/data/pages/507/doc/ERC_SVS_EDU_MainReport.pdf
1 Singapore MOE.Press Conference:COMMITTEE ON THE EXPANSION OF THE UNIVERSITY SECTOR[EB/OL].[2008-3-4].http://www.moe.gov.sg/press/2007/pr20070820a.htm
2 EDB.News 2005:Landmark projects strengthen Singapore's global schoolhouse[EB/OL].[2008-3-4].http://www.sedb.com/edb/sg/en_uk/index/news_room/news/2005/landmark_projects.html
3 EDB.Singapore Investment News-February 2006.Singapore:The Global Schoolhouse[EB/OL].[2008-3-4].http://www.sedb.com/edb/sg/en_uk/index/news_room/publications/singapore_investment2/singapore_investment0/singap ore_the_global.html
1 Consumers Association of Singapore.CaseTrust Accredited Companies[EB/OL].[2008-3-5].http://casetnist.org.sg/OurMembers/tabid/64/Default.aspx
1 Singapore MOE.List of External Degree Programmes(EDPs)[EB/OL].[2008-3-5].http://www.moe.gov.sg/privatesch/list_of_dlp.htm
1 Singapore Department of Statistics:Educational Upgrading Through Private Educational Institutions[R/OL].[2009-4-12].http://www.singstat.gov.sg/pubn/papers/economy/ssnnov03-pg5-9.pdf http://www.singstat.gov.sg/pubn/papers/economy/ssnsep04-pg17-18.pdf
1 Singapore Ministry of Education.List of Private Schools[EB/OL].[2008-3-17].http://www.moe.gov.sg/privatesch/list_of_schs.htm
1 Singapore Ministry of Trade and Industry.Other Publications[EB/OL].[2008-3-20].http://app.mti.gov.sg/default.asp?id=885
2 同上
3 同上
1 香港特别行政区教育局.专上教育政策纲领[EB/OL].[2008-4-29].http://sc.edb.gov.hk/gb/www.edb.gov.hk/index.aspx?langno=2&nodeid=1355#objective
2 香港年报2006[R/OL][2008-5-20].http://www.yearbook.gov.hk/2006/sc/pdfindex.htm#
3 香港特别行政区教育局.非本地高等及专业课程统计资料[EB/OL].[2008-4-29].http://sc.edb.gov.hk/gb/www.edb.gov.hk/index.aspx?langno=2&nodeid=1250
4 Cheung,Peter P.T.Transnational Higher Education:Filleting the Steak The Experience of Hong Kong.[2008-4-30].http://www.ukieri.org/docs/chennai-conference-march2008/QA-conference-chennai-mar08-peter-cheung.pps
1 Garrett R,Verbik L.“Transnational HE:major markets and emerging trends”[M]//Mapping Borderless HE:Policy,markets and competition.London:The Observatory on Borderless HE,2004
2 香港特别行政区双语法律资料系统[EB/OL].[2008-5-8].http://www.legislation.gov.hk/blis_export.nsf/findChinLawb?OpenAgent 对《非本地高等及专业教育(规管)条例》的详细介绍,见江彦桥、蔡盛泽、卫懿(2002,12月11日):解读《香港非本地高等及专业教育(规管)条例》,《中国教育报》,页6;张晓鹏:内地中外合作办学与香港非本地课程相关法规比较研究,香港中文大学《教育学报》2005年1-2期
1 张晓鹏.内地中外合作办学与香港非本地课程相关法规比较研究[J].香港中文大学《教育学报》2005(1-2)
2 同上
1 Cohen D.Malaysia moves to suspend university quotas[N/OL].Guardian,2001-7-31[2009-4-12].http://www.guardian.co.uk/education/2001/jul/31/highereducation.uk2
1 王剑波,薛天祥.马来西亚、香港、以色列等国家(地区))跨国高等教育比较研究[J].青岛科技大学学报(社会科学版),2005(1).
2 同上
3 李毅.蓬勃发展的马来西亚私立高等教育[J].比较教育研究,2003(8)陈武元,薄云.马来西亚私立高等教育国际化论析[J].外国教育研究,2007(2)
4 王剑波,薛天祥.马来西亚、香港、以色列等国家(地区))跨国高等教育比较研究[J].青岛科技大学学报(社会科学版)),2005(1)
5 李毅.蓬勃发展的马来西亚私立高等教育[J].比较教育研究,2003(8)
6 同上
7 陈武元,薄云.马来西亚私立高等教育国际化论析[J].外国教育研究,2007(2)
8 同上
9 李毅.蓬勃发展的马来西亚私立高等教育[J].比较教育研究,2003(8)
10 The Observatory on Borderless Higher Education.Reinventing Malaysia:report charts growth of education industry,with INTI International Group of Colleges leading the way[R/OL].[2009-4-12].http://www.obhe.ac.u k/docu ments/view_details?id=559
11 The Observatory on Borderless Higher Education.Malaysia steps up recruitment of foreign students and looks to foreign universities for help[R/OL].[2009-4-19].http://www.obhe.ac.uk/documents/view_details?id=633
1 李毅.蓬勃发展的马来西亚私立高等教育[J].比较教育研究,2003(8)
2 王剑波,薛天祥.马来西亚、香港、以色列等国家(地区))跨国高等教育比较研究[J].青岛科技大学学报(社会科学版)),2005(1)陈武元,薄云.马来西亚私立高等教育国际化论析[J].外国教育研究,2007(2)
3 The Observatory on Borderless Higher Education.Malaysia to offer foreign universities greater incentives to open branch campuses-but why has no new branch campus opened since 2000?[R/OL].2002-11-13[2009-4-12].http://www.obhe.ac.uk/documents/view_details?id=420
4 MAHALINGAM E.Indian investment for dental college hospital[N/OL].The Star Online,2007-12-18[2008-7-15].http://biz.thestar.com.my/news/story.asp?sec=business&file=/2007/12/18/business/20071218164848
5 Newcastle University.News release:University's first international campus to open in Malaysia[EB/OL].2008-3-12[2009-4-12].http://numed.ncl.ac.uk/about/news/item/university-s-first-international-campus
6 SINGH S.Al-Azhar boost for Malaysia[N/OL].The Star Online,2008-4-20[2009-4-12].http://thestar.com.my/education/story.asp ?file=/2008/4/20/education/20944008&sec=education
1 Royal Holloway,University of London.MOU signed with Kuala Lumpur Education City[EB/OL].2008-1-31(2009-4-12].http://www.rhul.ac.uk/messages/press/rnessage.asp?ref_no=1647
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1 TAN SIN CHOW.Branding Malaysia[N/OL].The Star Online,2008-3-9[2009-4-12].http://thestar.com.my/education/story.asp?file=/2008/3/9/education/20528283
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1 TAN SIN CHOW.Branding Malaysia[N/OL].The Star Online,2008-3-9[2009-4-12].http://thestar.com.my/education/story.asp?file=/2008/3/9/education/20528283
1 Study Malaysia.com.[2008-7-28].http://www.studymalaysia.com/education/message.php?fn=bax&t=local
2 WENR.REGIONAL NEWS:Poor Rankings Prompt Ministry Call to Arms[N/OL].The Times Higher Education Supplement,2005-11-11(2009-4-12].http://www.wes.org/ewenr/05dec/asiapacific.htm
3 Times Higher Education.WORLD UNIVERSITY RANKINGS 2007[EB/OL].[2008-7-29].http://www.timeshighereducation.co.uk/hybrid.asp?typeCode=142&pubCode=l&navcode=118
1 Wikipedia.Developments in Dubai[EB/OL].[2008-08-05].http://en.wikipedia.org/wiki/Developments_in_Dubai
1 Jebel Ali Free Zone Authority.Jafza at a Glancc[EB/OL].[2009-4-13].http://www.jaiza.ae/en/about-us/jafza-at-a-giance.html
2 Dubai FAQs.Free Trade Zones Dubai & UAE[ER/OL].[2009-4-13].http://www.dubaifaqs.com/free-zonc-dubai-sharjah-ajman-fujairah-hamriyah-uae.php
1 DubaiFAQs.Knowledge Village Dubai,UAE[EB/OL].2009-3-21[2009-4-13].http://www.dubaifaqs.com/dubai-knowledge-village.php
2 QADIR J.Dubai to become a new global academia destination[N/OL].Khalcej Times Online,2006-5-1[2009-04-13].http://www.khaleejtimes.com/Display Article.asp?xfile=data/usiness/2006/May/business_May33.xml§ion=business &col=
3 Maktoob Business.KV unveils Dubai International Academic City[N/OL].2007-2-18[2009-4-13].http://business.maktoob.com/NewsDe tails-20070218035362-KV_unveils_Dubai_lntemational_Academic_City_.htm
1 DIAC.Academic Institutions[EB/OL].[2009-4-13].http://www.diacedu.ae/universities.php
1 CIA.The World Factbook[EB/OL].[2008-10-7].https://www.cia.gov/library/publications/the-world-factbook/geos/qa.html
1 WENR:Private Universities Set for September Openings[N/OL].Arab News,2003-7-17[2009-4-13].http://www.wes.org/eWENR/03july/MiddleEast.htm
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3 毕家驹.进口的洋教育也应接受质量评估[EB/OL].[2007-5-19].http://web.tongji.edu.cn/～bijiaju/article/1998-5.RTF 58K
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2 Marginson S.Higher education reform in Australia---an evaluation[M]//Eggins H.(ed).Globalization and Reform in Higher Education.Maidenhead:Open University Press,2003
3 The Observatory on Borderless Higher Education.Breaking News Article-1st September 2005[EB/OL].[2007-5-20].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=403&mode=month
1 Elliott D.Internationalizing British Higher Education:policy perspectives[G]// Scott P(ed).The globalization of higher education.Buckingham[England];Philadelphia,PA:Society for Research into Higher Education & Open University Press,1998.
2 OECD.Education at a Glance 2004[EB/OL].[2007-7-2].http://www.oecd.org/dataoecd/35/32/33714534.pdf
3 Committee of Vice-Chancellors and Principals(CVCP,now known as Universities UK),and the Higher Education Funding Council for England(HEFCE).The Business of Borderless Education:UK perspectives-Summary Report.March 2000.
1 British Council.UK Trends[EB/OL].[2007-5-28].http://www.britishcouncil.org/india-connecting-apri107-uk-trends.htm
2 DfES.PUTTING THE WORLD INTO WORLD-CLASS EDUCATION-an international strategy for education,skills and children's services[R/OL].[2009-4-9].http://publications.teachernet.gov.uk./eOrderingDownload/1077-2004GIF-EN-01.pdf
3 同上
1 DfES.PRIME MINISTER LAUNCHES STRATEGY TO MAKE UK LEADER IN INTERNATIONAL EDUCATlON[EB/OL].[2009-4-9].http://www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id=2006_0058
2 The Observatory on Borderless Higher Education.Bigger,broader,better? UK launches the second phase of the Prime Minister's Initiative for International Education[R/OL].[2007-5-29].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=547&mode=month
1 DfES.Recognised UK Degrees[EB/OL].[2009-4-9].http://www.dfes.gov.uk/recognisedukdegrees/
2 The National Committee of Inquiry into Higher Education.Higher education in the learning society[EB/OL].[2009-4-9].http://www.leeds.ac.uk/educol/ncihe/
3 The Quality Assurance Agency for Higher Education.Code of practice for the assurance of academic quality and standards in higher education[EB/OL].[2009-4-9].http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp
1 The Quality Assurance Agency for Higher Education.Code of practice for the assurance of academic quality and standards in higher education Section 2:Collaborative provision and flexible and distributed learning(including e-learning)[S/OL].[2009-4-9].http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section2/default.asp
2 British Accreditation Council for Independent Further and Higher Education[EB/OL].[2007-6-25].http://www.the-bac.org/index.htm
1 The Observatory on Borderless Higher Education.Briefing Note:Quality Assurance in Borderless Higher Education:six initiatives[R/OL].[2007-6-25].http://www.obhe.ac.uk/products/reports/publicaccesspd f/QualityAssurance.pd f
2 同上
3 教育部.中外合作办学进本情况[EB/OL].[2009-4-9].http://www.edu.cn/20030407/3081628.shtml
4 教育部.授予国外学位与香港特别行政区学位的合作办学在办项目名单[EB/OL].[2009-4-9].http://www.jsj.edu.cn/article_read.php?id=4-20070627-144#
1 教育部.2005年3月申办的中外合作办学项目已提交文件情况一览表[EB/OL].[2009-4-9].http://www.moe.gov.cn/edoas/website18/04/info15204.htm 教育部.2005年9月申报的中外合作办学项目已提交文件情况一览表(截至2005年12月29日)[EB/OL].[2009-4-9].http://www.moe.edu.cn/edoas/website18/07/info18007.htm
2 冯建华.中外合作办学:一个有待规范的巨大市场[J].国际人才交流,2004(10)
3 西交利物浦大学主页.[EB/OL].[2007-6-12].http://www.xjtlu.edu.cn/
4 教育部留学服务中心.英国苏格兰高等教育文凭(SQA HND)项目[EB/OL].[2007-6-12].http://www.cscse.edu.cn/Porta10/InfoModule_607/193.htm
5 爱德思通讯 第八期 2006年6月刊(30/06/2006)[EB/OL].[2009-4-9].[http://c-na.edexcel.org.uk/zh%2Ds/newsArticle013.html
1 The Observatory on Borderless Higher Education.UK:Manchester and OU sign partnership agreement[R/OL].[2007-7-1].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=532&mode=month
2 Edexcel主页.[EB/OL].[2007-6-27].http://www.edexcel.org.uk/home/
3 The Observatory on Borderless Higher Education.Diversifying access to degree awarding powers:private and vocational institutions to aid expansion of higher education in Australia,Canada,and the UK[R/OL].[2007-7-1].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=268&mode=month
4 The Observatory on Borderless Higher Education.Sylvan buys K.I.T e-learning and strikes ten year deal with University of Liverpool[R/OL].[2007-6-27].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=282&mode=month
5 The Observatory on Borderless Higher Education Breaking News:UK Universities Offer Online Degrees Through Intermediary in Singapore http..//www.obhe.ac.uk/cgi-bin/news/article.pl?id=59&mode=month 2007-6-27
1 The Observatory on Borderless Higher Education.an alliance between the UK's Open University and India's NIIT Ltd[R/OL].[2007-6-29].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=427&mode=month
2 The Observatory on Borderless Higher Education.Saudi Arabia/UK:GOTEVOT Gets UK Accreditation[R/OL].[2007-7-1].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=357&mode=month
3 British Council.BRITISH COUNCIL CORPORATE PLAN 2006-08[EB/OL].[2007-7-4].http://www.britishcouncil.org/home-aboutus-corporate-plan.pdf
1 GEIGER R L.Differentiation.Hierarchy,and Diversity:An Overview of Higher Education in the United States[G]// Adams R M(ed).Trends in American & German Higher Education.The American Academy of Arts and Sciences.2002
2 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
3 IIENetwork.Open Doors 2008 Fast Facts[EB/OL].[2009-4-10]http: //www.opendoors.iienetwork.org/ffle_depot/0-10000000/0-10000/3390/folder/68485/Open+Doors+Fast+2008.pdf
1 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
2 IIENetwork.Open Doors 2008 International Scholars[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131567
3 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
4 IIENetwork.Open Doors 2008 Intensive English Programs[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131574
5 IIENetwork.Open Doors 2008 International Students in the U.S.[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131590
6 IIENetwork.Opendoors online[EB/OL].[2007-7-14].http://opendoors.iienetwork.org/
7 IIENetwork.Open Doors 2008 U.S.Study Abroad[EB/OL].[2009-4-10].http://opendoors.iienetwork.org/?p=131555
1 Guruz K.Higher Education and International Student Mobility in the Global Knowledge Economy[M].Albany:State University of New York Press,2008
2 赵晓阳.美国学生海外传教运动与美国早期汉学的转型[J].陕西师范大学学报,2003增刊.[2009-4-10].http://ich.cass.cn/News Show.asp?NewsID=506
3 罗荣渠.论美国与西方资产阶级新文化输入中国[G]//中美关系史论文集.[2009-4-10].http://202.116.73.111/netedu/reference-book/China-America/biduziliao/08.htm
4 同上
5 叶林.美国大学在日分校的历史、现状和将来[J].清华大学教育研究,2005(1).
1 Verbik L,Merkley C.The International Branch Campus-Models and Trends.The Observatory on Borderless Higher Education Report,October 2006.[2007-8-1].http://www.obhe.ac.uk/products/reports/ftpdf/2006-10-01.pdf
1 The Observatory on Borderless Higher Education.The Dominican Republic to encourage transnational activity en mass in pursuit of cyber island' status[R/OL].[2007-8-18].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=426&mode=month
2 Stevens Institute of Technology.Stevens Institute of Technology of the Americas debuts[EB/OL].[2009-4-10].http://www.stevens.edu/press/pr/pr647.htm
1 The Observatory on Borderless Higher Education.One American branch campus and four private universities to open in Vietnam:government premises its support on developmental grounds,but is boosting capacity enough?[R/OL].[2007-8-18].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=344&mode=month
2 American Pacific University homepage.[2009-4-10].http://www.apu.edu.vn/
3 Fairleigh Dickinson University.About FDU-Vancouver[EB/OL].[2009-4-10].http://view.fdu.edu/default.aspx?id=3828
4 Tisch School of the Arts Opens Singapore Campus.[2007-8-17].http://www.nyu.edu/nyutoday/archives/20/06/PageOneStories/Ti sch-Singapore.html
5 NCES.Enrollment in Postsecondary Institutions.Fall 2005;Graduation Rates.1999 and 2002 Cohorts;and Financial Statistics,Fiscal Year 2005[R/OL].[2007-8-4].http://nces.ed.gov/pubs2007/2007154.pdf
1 同上
2 Garrett R.Global Education Index 2005,Part 1:Public Companies-Share Price & Financial Results,http://www.obhe.ac.uk/products/reports/pdf/GEI_2005_pt1.pdf 2007-8-5
1 The Chronicle of Higher Education.The Chronicle Index of For-Profit Higher Education[R/OL].[2008-1-21].http://chronicle.com/weekly/v51/i23/23a03402.htm
1 此部分营利性大学集团介绍根据各个集团的网站、无边界高等教育观察网站、及凯马尔·古鲁兹的“全球知识经济中的高等教育和国际学生流动”一书初稿中相关内容写成。
2 Apollo Group homepage[EB/OL].[2009-4-11].http://www.apollogrp.edu/default.aspx
3 同上
4 Apollo Group homepage[EB/OL].[2007-8-19].http://www.apollogrp.edu/default.aspx
5 Apollo Group Inc.2008 Annual Report[R/OL].[2009-4-11].http://www.apollogrp.edu/Annual-Reports/2008%20Annual%20Report.pdf
1 The Observatory on Borderless Higher Education.Apollo International Opens First Branch Campus of an American University in India[EB/OL].[2007-8-19].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=133&mode=month
2 Kaplan.homepage[EB/OL].[2009-4-ll].http://www.kaplan.com/
1 Career Education Corporation.homepage[EB/OL].[2009-4-11].http://www.careered.com/
2 Laureate Education Inc.homepage[EB/OL].[2009-4-11].http://www.laureate-inc.com/
1 UNITED STATES SECURITIES AND EXCHANGE COMMISSION.FORM 10-K/A:LAUREATE EDUCATION,INC.[R/OL].[2008-1-20].http://yahoo.brand.edgar-online.com/EFX_dll/EDGARpro.dll?FetchFilingHTML1 ?SessionID=XW42CmmKL961 Rmr&ID=4295542
1 Laureate Education Inc.campus-based universities[EB/OL].[2009-4-11].http://www.laureate-inc.com/univCampusBased.php
1 DeVry Inc.homepage[EB/OL].[2009-4-11].http://www.devryinc.com/
1 The Observatory on Borderless Higher Education.21st August 2004:Two for-profit universities to watch-Northface University and University of Northern Virginia[R/OL].[2008-1-19].http://www.obhc.ac.uk//cgi-bin/news/article.pl?id=309&mode=month
2 The Observatory on Borderless Higher Education.One to watch? Trinity Learning continues global expansion with acquisition of South African online degree provider[R/OL].[2008-1-19].http://www.obhe.ac.uk//cgi-bin/news/article.pl?id=195&mode=month
3 U.S.Department of Education.1998 Amendments to the Higher Education Act of 1965[EB/OL].[2009-4-11].http://www.ed.gov/policy/highered/leg/hea98/index.html
1 Gutuz K.Higher Education and International Student Mobility in the Global Knowledge Economy[M].Albany:State University of New York Press,2008
2 同上
3 同上
4 同上
5 The Observatory on Borderless Higher Education.100+US Universities & Colleges Outsource Student Support to Smarthinking.com[R/OL].[2007-11-6].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=71&mode=month
6 Smartthinking.About Us[EB/OL].[2009-4-11].http://www.smarthinking.com/
1 教育部.授予国外学位与香港特别行政区学位的合作办学在办项目名单[EB/OL].[2009-4-9].http://www.jsj.edu.cn/article_read.php?id=4-20070627-144#
2 Feng Guoping,Gong Siyi.Sino-Foreign Joint Education Ventures:A National,Regional and Institutional Analysis [R/OL].[2007-12-12].http://www.obhe.ac.uk/products/reports/
1 温州教育网.中美第一所合办大学——温州肯恩大学在美国签约[EB/OL].[2009-4-11].http://www.wzer.net/view.asp?sID=7019
2 The Observatory on Borderless Higher Education.First foreign for-profit providers to secure‘approved'status in China-but what sort of approval?[R/OL].[2007-12-12].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=270& mode=month
3 北京中加工商学院.[EB/OL].[2007-12-13].http://www.cibt.edu/Profiles/2007/1206/article_1.html
1 李其龙.洪堡[G]//赵祥麟.外国教育家评传,第一卷.上海教育出版社,2003:734-745
1 BMBF.The Bologna Process[EB/OL].[2006-7-17].http://www.bmbf.de/en/3336.php#The_current_position_in_Germany
2 BMBF.Asia Concept 2002[EB/OL].[2006-11-15].http://www.bmbf.de/pub/asia_concept_2002.pdf
1 UNESCO Institute for Statistics.Table 17:Internationally mobile students in tertiary education[EB/OL].[2006-7-17].http://stats.uis.unesco.org/Table Viewer/table Vie w.aspx?ReportId=217
2 BMBF.Internationalization of Higher Education[EB/OL].[2006-11-16].http://www.bmbf.de/pub/internationalization_of_higher_education_2005.pdf
3 The Observatory on Borderless Higher Education.Mapping German transnational activities-is a more commercial approach slowly being adopted?[R/OL].[2006-9-1].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=385&mode=year
4 DAAD.German Degree Programmes Abroad[R/OL].[2006-11-16].http://www.daad.de/de/download/export/weltkartc_20050701.pdf
1 German University in Cairo.Homepage[EB/OL].[2006-11-17].http://www.guc.edu.eg/
1 Richter F.Growing Pains.Business Today Egypt,October 2004.[2009-4-12].http://www.businesstodayegypt.com/article.aspx?ArticleID=2386
2 Wadi Internationa]University.Homepage[EB/OL].[2009-4-12].http://www.wgsu.biz/index.php German-Jordanian University.Homepage[EB/OL].[2009-4-12].http://www.gju.edu.jo/Arab International University.Homepage[EB/OL].[2009-4-12].http://www.aeu.ac.sy/
Bahrain Tribune.Bahrain:Euro University ready for post-graduate classes[EB/OL].[2009-4-12].ttp://www.zawya.com/printstory.cfm?storyid=ZAWYA20031215055132&1=055100031215
1 German Institute of Science and Technology in Singapore.Homepage[EB/OL].[2009-4-12].http://www.gist.edu.sg/
2 Economic Review Committee(2002).Developing Singapore's Education Industry[R/OL].[2006-11-3].http://www.channelnews asia.com/cna/parliament/erc/edu.pdf
3 EDB Singapore.1st German university outside Germany sets up in Singapore[EB/OL].[2006-11-3].http://www.sedb.com/edb/sg/en_uk/index/news_room/news/2002/speech_by_mr_teo_ming23a.html
1 Thai-German Graduate School of Engineering.Homepage[EB/OL).[2009-4-12].http://www.tggs.kmitnb.ac.th/Delegierter der Deutschen Wirtschaft in Vietnam.TU Dresden.Vietnam-Education and Research Center[EB/OL]. [2009-4-12].http://www.vietnam.ahk.de/index.php?id=651SWISS GERMAN UNIVERSITY.Homepage[EB/OL].[2009-4-12].http://www.sgu.ac.id/
1 La Francophonie.Homepage[EB/OL].[2008-1-27).http://www.francophonie.org/
1 安延.法国近年接受外国留学生的新情况及与其他国家的比较[J].世界教育信息,2005(5)
2 法国教育服务中心.CampusFrance[EB/OL].[2009-4-12].http://chine.campusfrance.org/page.ip?id=1_1&loeale=zh_CN
3 法国驻华大使馆大学合作处.法国高等教育的吸引力[EB/OL].[2008-1-27].http://www.ambafrance-cn.org/spip.php?article2344&lang=zh
4 同上
1 Jokivirta L.Higher Education Crossing Borders in Francophone Africa.Part 1:Opportunities,Challenges and Implications.The Observatory on Borderless Higher Education Nov 2005
2 Jokivirta L.Higher Education Crossing Borders in Francophone Africa.Part 2:Opportunities.Challenges and Implications.The Observatory on Borderless Higher Education Dec 2005
1 The Observatory on Borderless Higher Education.Reform,resistance and international recruitment in French higher education[R/OL].[2008-2-2].http://www.obhe.ac.uk/cgi-bin/news/article.pl?id=251&mode=month
2 Singapore Economic Development Board.Singapore:The Global Schoolhouse[EB/OL].[2008-2-9].http://www.sedb.com/edb/sg/en_ul^mdex/news_room/publications/smgapore_investment2/singapore_investment0/singa pore__the_global.html
3 Economic Review Committee.Developing Singapore's Education Industry[R/OL].[2008-2-9].http://www.sedb.com/edb/sg/en_uk/mdex/news+room/publications/singapore_investment2/singapore_investment0/singap ore__the_global.html
4 Olds K.Global Assemblage:Singapore.Foreign Universities,and the Construction of a“Global Education Hub”[R/OL].[2009-4-12].http://www.wiscape.wisc.edu/publications/attachments/WP009.pdf
5 INSEAD.Homepagc[EB/OL].[2008-2-12].http://www.insead.edu/home/
1 Agence Universitaire de la Francophonie.The AUF in brief[EB/OL].[2009-4-12].http://www.auf.org/langues/en/the-auf-in-brief/accueil.html
2 Jokivirta L.Higher Education Crossing Borders in Francophone Africa.Part 1:Opportunities.Challenges and Implications.The Observatory on Borderless Higher Education Nov 2005
3 Jokivirta L.Higher Education Crossing Borders in Francophone Africa,Part 2:Opportunities,Challenges and Implications.The Observatory on Borderless Higher Education Dec 2005
1 教育部.中外合作办学基本情况[EB/OL].[2008-2-21].http://www.edu.cn/20030407/3081628.shtml
2 Feng Guoping,Gong Siyi.Sino-Foreign Joint Education Ventures:A National,Regional and Institutional Analysis [EB/OL].[2008-2-21].http://www.obhe.ac.uk/products/reports/
3 上海大学中欧工程技术学院.主页[2008-2-21].http://www.shu.edu.cn/Default.aspx?alias=www.shu.edu.cn/utseus
1 上海大学中欧工程技术学院.2007年招生简章[EB/OL].[2008-2-27].http://202.121.199.135/docs/utseus.pdf
1 同济大学.合作办学[EB/OL].[2009 4-12].http.//www.tongji.edu.cn/guojijiaoliu/hezuobanxue.asp
2 Lanzendorf U.Foreign-backed universities:A status report on international academic affiliation.The Observatory on Borderless Higher Education Monthly Report,Feb 2008
1 Universitas 21.homepage[EB/OL].[2009-4-1].http://www.universitas21.com/
2 顾建新.跨国教育发展理念与策略[M].上海:学林出版社,2008:265
1 Garrett R.Verbik L.Transnational delivery by UK higher education,part 2:innovation & competitive advantage,The Observatory on Borderless Higher Education Briefing Note,August 2004
1 Olds K.Global Assemblage:Singapore,Foreign Universities,and the Construction of a“Global Education Hub”[R/OL].[2008-3-3].www.wiscape.wisc.edu/publications/attachments/WP009.pdf
2 ERC.Developing Singapore's Education Industry[R/OL].[2008-3-3].http://app.mti.gov.sg/data/pages/507/doc/ERC_SVS_EDU_MainReport.pdf
1 Singapore MOE.Press Conference:COMMITTEE ON THE EXPANSION OF THE UNIVERSITY SECTOR[EB/OL].[2008-3-4].http://www.moe.gov.sg/press/2007/pr20070820a.htm
2 EDB.News 2005:Landmark projects strengthen Singapore's global schoolhouse[EB/OL].[2008-3-4].http://www.sedb.com/edb/sg/en_uk/index/news_room/news/2005/landmark_projects.html
3 EDB.Singapore Investment News-February 2006.Singapore:The Global Schoolhouse[EB/OL].[2008-3-4].http://www.sedb.com/edb/sg/en_uk/index/news_room/publications/singapore_investment2/singapore_investment0/singap ore_the_global.html
1 Consumers Association of Singapore.CaseTrust Accredited Companies[EB/OL].[2008-3-5].http://casetnist.org.sg/OurMembers/tabid/64/Default.aspx
1 Singapore MOE.List of External Degree Programmes(EDPs)[EB/OL].[2008-3-5].http://www.moe.gov.sg/privatesch/list_of_dlp.htm
1 Singapore Department of Statistics:Educational Upgrading Through Private Educational Institutions[R/OL].[2009-4-12].http://www.singstat.gov.sg/pubn/papers/economy/ssnnov03-pg5-9.pdf http://www.singstat.gov.sg/pubn/papers/economy/ssnsep04-pg17-18.pdf
1 Singapore Ministry of Education.List of Private Schools[EB/OL].[2008-3-17].http://www.moe.gov.sg/privatesch/list_of_schs.htm
1 Singapore Ministry of Trade and Industry.Other Publications[EB/OL].[2008-3-20].http://app.mti.gov.sg/default.asp?id=885
2 同上
3 同上
1 香港特别行政区教育局.专上教育政策纲领[EB/OL].[2008-4-29].http://sc.edb.gov.hk/gb/www.edb.gov.hk/index.aspx?langno=2&nodeid=1355#objective
2 香港年报2006[R/OL][2008-5-20].http://www.yearbook.gov.hk/2006/sc/pdfindex.htm#
3 香港特别行政区教育局.非本地高等及专业课程统计资料[EB/OL].[2008-4-29].http://sc.edb.gov.hk/gb/www.edb.gov.hk/index.aspx?langno=2&nodeid=1250
4 Cheung,Peter P.T.Transnational Higher Education:Filleting the Steak The Experience of Hong Kong.[2008-4-30].http://www.ukieri.org/docs/chennai-conference-march2008/QA-conference-chennai-mar08-peter-cheung.pps
1 Garrett R,Verbik L.“Transnational HE:major markets and emerging trends”[M]//Mapping Borderless HE:Policy,markets and competition.London:The Observatory on Borderless HE,2004
2 香港特别行政区双语法律资料系统[EB/OL].[2008-5-8].http://www.legislation.gov.hk/blis_export.nsf/findChinLawb?OpenAgent 对《非本地高等及专业教育(规管)条例》的详细介绍,见江彦桥、蔡盛泽、卫懿(2002,12月11日):解读《香港非本地高等及专业教育(规管)条例》,《中国教育报》,页6;张晓鹏:内地中外合作办学与香港非本地课程相关法规比较研究,香港中文大学《教育学报》2005年1-2期
1 张晓鹏.内地中外合作办学与香港非本地课程相关法规比较研究[J].香港中文大学《教育学报》2005(1-2)
2 同上
1 Cohen D.Malaysia moves to suspend university quotas[N/OL].Guardian,2001-7-31[2009-4-12].http://www.guardian.co.uk/education/2001/jul/31/highereducation.uk2
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2 同上
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