International Collaboration

Introduction
Rationale

International collaboration in open and distance learning may be classified into two types according to their thrust of activities – multi-purpose networking initiatives and collaborative delivery of ODL programmes.

Multi-purpose networking initiatives facilitate wide-scale promotion of distance education, information and research sharing, and discussion of international and regional issues. It could provide a venue for the formulation of international and national policies and codes of good practices in ODL. Networking could also support or lead to collaborative delivery of international programmes.

On the other hand, institutional collaboration for programme delivery broadens the perspective of partners who need to adapt to each other’s working style, methods and viewpoint. It provides avenues for partner institutions to build and upgrade the quality of their services and activities such as course design, materials development, and student support. From another perspective, one of the strongest motivations for international collaboration is cost-effective market expansion.

Objectives

The aims of this section are:

• To present various forms, activity thrusts and cases of international networking and collaborative programme delivery related to ODL in higher education.

• To provide guidelines for successful collaboration in ODL programme delivery.

Multi-Purpose ODL Networks

International networks for ODL may exist as non-formal set-ups among individuals, governments, organizations or private enterprises. Such is the case of email groups (listservs) and electronic forums with loose memberships.

At the opposite end of the continuum, ODL networks could be associations with formal memberships and clear ODL missions. Formal networks usually endorse ODL development through a combination of activities on capacity building, information sharing, communication, standards development, advocacy and development of platforms for collaboration. They also support international, collaborative delivery of ODL programmes. Some common activity areas of international and Asia-Pacific ODL networks include:

Activity areas	Sample activities/ output	Example of implementing network
Capacity building for ODL	• Collaborative training and research	• UNESCO UNITWIN Networks (in Distance Education)
	• Expert assistance in national ODL programme development	• South-East Asian Ministers of Education Organization (SEAMEO) Regional Open Learning Center (SEAMOLEC)
Information sharing on ODL	• Development of web-based portals	• Global Distance EducationNet by World Bank
	• Annual conferences	• Asian Association of Open Universities (AAOU) • International Council for Distance Education (ICDE)
Developing platforms for ODL collaboration	• Development of mechanisms and modalities for regional collaboration in ODL	• South Asian Association for Regional Cooperation (SAARC) Consortium of Open and Distance Learning (SACODiL)
	• Catalysing collaboration in ODL projects	• Commonwealth of Learning (COL)
Developing ODL standards	• Setting quality assurance standards and credit transfer mechanisms	• World Alliance for Distance Education (WADE)

To be able to respond to international and regional needs, formal ODL networks need to keep abreast with global trends and issues in distance education. To increase efficiency and to avoid duplication of efforts, they also need to be aware of the different networks and channels that would best serve different ODL purposes.

Collaborative Programme Delivery

International collaboration has been explored increasingly by higher education institutions for the purpose of sharing all types of resources – expertise, funds, technology and support services. Pooling of resources through collaboration puts these resources to the best advantage of partner organizations.

The scope of collaboration among institutions varies and can cover a few aspects or can be an extensive one that involves forming a separate entity. Collaboration is possible in many areas such as administration, curriculum design and development including the choice of delivery methods, certification, student evaluation, library and other student support services, and student admission and selection. Some collaborative arrangements can be short-term, covering some specified activities within a specific time frame. Others are long-term and involve major operational adjustments and changes among those involved.

Forms of international collaboration have evolved and continue to evolve as different initiatives are undertaken in the dynamic ODL environment. Among the more popular forms are:

Twinning programmes

These involve the delivery or offer of degree programmes from a university in one country to another university or other universities in another country. An advantage of twinning programmes is the cooperative planning and development of instructional programmes by partner institutions.

Consortia

These are arrangements among several institutions from which funding and staffing for the joint ventures are taken. An advantage of consortia is that they help institutions address key policy issues in addition to the pooling of resources to achieve educational objectives. Successful consortia are guided by their own mission statements that are reflective of the individual partners’ interests. They operate under a governance structure that clearly delineates the roles and responsibilities of partners. They have the firm support of all partners and a funding policy that is agreeable to all.

Franchising arrangements

Instead of establishing a branch in a receiving country, a foreign provider allows a local provider to deliver its programmes. The foreign partner is responsible for course design and development, examinations and awards while the local partner could be responsible for another set of tasks such as student support.

Technology-supported collaboration

This is resorted to by institutions that desire to develop their ICT capability. These institutions collaborate with either those that have developed ICT infrastructure and facilities, or with institutions facing the same need in order to pool resources.

Success Factors for Institutional Collaboration

A number of factors are deemed important in ensuring the success of collaborative arrangements in programme delivery (Institutional collaboration development and delivery, 2003). These include:

::Commitment to the collaboration
Partner institutions should have a clear grasp of the mission of their joint efforts and respective heads should support the collaboration.

::Quality control
Courses offered in collaboration by foreign institutions should be relevant to the needs of the learners and quality standards should be maintained.

::Streamlining of course materials and procedures
Differences in key policy areas among institutions must be addressed at the outset so that procedures are streamlined before activities start.

::Updated programme content
Course content should be reviewed regularly, revised and updated as needed in light of changes and developments in the ODL environment.

::Assumption of main coordinating roles by partners’ key decision-makers
Coordination should be done by people who share the same interests of education and distance learners.

Cases of ODL Collaboration
Multi-purpose networking initiatives

International and regional organizations with a focus on ODL development (e.g. ICDE, AAOU, SEAMOLEC, SACODiL, ACODE, PIRADE) are among the obvious cases of multi-purpose networking initiatives. In addition, a few examples of multi-purpose ODL networks featured below demonstrate collaboration initiatives at the international or regional level:

• The DE9 Initiative is a collaborative framework among the nine high-population countries of Bangladesh, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan. The initial programme of activities includes: situation analysis, needs assessment, strategy development by each country; study visits to distance education success stories; development of a collaborative training/attachment scheme; and nine-country hook-up to the Internet.

• The Global Distance EducationNet (Global DistEdNet) of the World Bank is a web-based portal developed by a network consisting of a core site located at the World Bank and regional sites in East Asia, Southern Africa, Central America, Island States, and South-East Asia.

• The UNESCO UNITWIN Network Programme was established in 1992 to develop cooperation between universities in developing countries and countries in transition. The UNITWIN Networks in Distance Education that are based in the Asia-Pacific region are:

	UNITWIN Network in Distance and Open Learning established in 1997 at the Shanghai TV University, China Network members: Open University of Hong Kong (China); Korea National Open University (Republic of Korea); National University of Mongolia; Shanghai TV University (China).
	A.P.D.E.M. Asia-Pacific Distance and Multimedia Education Network established in 1999 at Waseda University, Japan Network members: Edith Cowan University (Australia); Yunnan University (China); Surabaya University (Indonesia); Bunkyo University (Japan); Hankuk Aviation University (Korea); University Putra (Malaysia); University of the Philippines (Philippines); Angeles University (Philippines); Vietnam National University (Vietnam); Asian Institute of Technology (Thailand); Suranaree University of Technology (Thailand).
	UNITWIN Network in Distance Education for Development (Greater Mekong Subregional and South-Eastern Asia) established in 1998 at Sukhothai Thammathirat Open University Network members: Indonesia: The Indonesian Distance Learning Network, The SEAMEO Regional Center for Distance and Open Learning; Hanoi National Open University (Vietnam); University of Distance Education (Myanmar); Sukhothai Thammathirat Open University (Thailand); Yunnan Radio and Television University (China).

References
Cases of international collaboration

:: Academic and institutional issues related to the planning and implementation of a multidisciplinary roleplay-simulation involving collaboration across institutions (2001)
The Mekong e-Sim involved more than 140 students across Australia and overseas participating in an online roleplay-simulation over a four-week period. The geography and engineering students who participated were enrolled in three different subjects at four institutions. This paper describes the alliance which developed the Mekong e-Sim project set in the Mekong region of South East Asia, and the issues that were faced during the planning and implementation of a ‘grassroots’ multi-disciplinary, cross-institutional educational activity.

:: Challenging issues and strategies: Background briefing at the expert group meeting for the pilot project on it component aiming at establishment of a GMS-VU in future (2002)
In this set of slides, the background for the Greater Mekong Sub-region Virtual University project is provided. The project progress, issues and strategies are further elaborated.

:: Collaboration in distance education in the Greater Mekong Subregion (2003)
[Contributed by Tong-In Wongsothorn, Advisory Board Member]
This document provides an overview of the future distance education programme in the Grater Mekong Subregion, including its delivery systems and some recommendations.

:: Collaboration for success in open and distance education: A case
study of Australia and Hong Kong (2000)
Described here is the case of a BA degree offered jointly by the Charles Sturt University in Australia and the University of Hong Kong. Measures of success in this collaborative effort, its critical success factors, the problems encountered and the solutions are examined.

:: Experiences and perspectives of international cooperation in China open and distance education (2000)
This paper shares the state of international exchange and cooperation for the past 20 years in China Radio & TV Universities, the obstacles in international cooperation process, and insights on how to solve the problems.

:: Global Virtual University
This website describes the Global Virtual University, its development, programmes, related documents and the latest news on its progress.

:: International cooperation in distance education: the DE9 Initiative, a case in point
This paper looks at the UN initiative of developing a collaborative framework for distance education among nine high-population countries.

:: The Open University worldwide
Fact sheets on the Open University (UK) partnership programmes are compiled in this document. Of particular interest to the Asia-pacific region are the collaborative projects with the Open University of Hong Kong (OUHK), Singapore Institute of Management (SIM) and the IFMR Academy for Management Excellence (ACME) in India.

:: UNESCO-UNITWIN Network: APDMEN (Asia and Pacific Distance
Multimedia Education Network) activity report 1999-2002
This report outlines the task forces, activities, meetings, strategies and members of APDMEN, a distance education network based in Japan.