International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VIII, August 2022 | ISSN 2454–6186
Medardo B. Bombita,
DPA, PgD (ASEAN), Post Doc (TQM) University of Rizal System, Philippines
Abstract: This study examines the transnational higher education in the Philippines using sequential exploratory mixed design based on document analysis, and tools to conduct cross-sectional survey. The survey was developed and standardized interview was adopted where results were transcribed and coded for emerging themes. Four research questions guided this study: 1) What are the motives of international mobility of students? 2) What are the problems met by Filipino international students; 3) What actions taken by SUCs to address concerns of mobile students; and 4) What recommendations can be offered to better enhance the transnational higher education in the Philippines.
The results exhibited challenges still persist that hinder transnational higher education programs, notwithstanding the long-term consequences of COVID-19. Most SUCs included internationalization in institution’s policies and plans to be compliant with the SUC levelling, quality assurance assessments and responding to the ASEAN regional integration. Adoption of open and distance learning (ODL) as part, or an alternative modality of internationalization of higher education under RA 11448 is timely and pragmatic.
Keywords: TNE, Transnational higher education, SUC
I. INTRODUCTION
In the last decades, great significance has been devoted around the globe to international student mobility as a form of internationalization of higher education of which various institutional approaches have been adopted to inspire students to consider education in a foreign country, either on a short-term basis, on a study tour or educational exchange, for a longer time in degree programs. Internationalism has emerged in higher education systems worldwide because the higher education sector needs to be receptive to the requirements of globalization which is increasing from the underdeveloped to developed countries. International curricular offerings, adoption of faculty and student exchange programs, collaborative researches with foreign schools, the advancement of other activities such as cooperative education, university-industrial linkages, and cultural exchange, and the hiring of foreigners and bilingual as faculty members are among the initiatives. When internationalization takes place in the higher education organizations all around the world, then international integration in the sector will allow the organization’s culture, mission, and vision to be understood (Deem et.al., 2008).