Nigel M Healey
Dr Nigel Healey is Professor of International Higher Education and Vice-President Global and Community Relations at the University of Limerick. Prior to joining the University of Limerick in 2020, he was Vice Chancellor of Fiji National University (2016-20), Pro-Vice Chancellor (International) at Nottingham Trent University (2011-16), Pro-Vice Chancellor International and Dean of UC Business School at the University of Canterbury, New Zealand (2004-11) and Dean of the Business School at Manchester Metropolitan University (2000-04).
He has a strong commitment to internationalisation and putting internationalisation at the heart of the student experience. He is a Member of the Board of Governors of De Montfort University (Kazakhstan), the European Reform University Alliance Advisory Board and Chair of the QS Global Advisory Committee. He has previously served terms as a Council Member of the Association of Commonwealth Universities and a Trustee of UKCISA.
His research interests are in the internationalisation of higher education, and particularly the management of transnational education partnerships.
He is a Fellow of the Chartered Management Institute and the New Zealand Institute of Management and Leadership and a Principal Fellow of the Higher Education Academy.
He holds a BA (Hons.) Economics from the University of Nottingham, an MA Economics from the University of Leeds, an MBA from the University of Warwick, a DBA in Higher Education Management from the University of Bath and a PhD in Management from Nottingham Trent University.
Google Scholar profile: http://scholar.google.co.nz/citations?hl=en&user=T78mjxkAAAAJ&view_op=list_works&email_for_op=nigel.healey%40canterbury.ac.nz&gmla=AJsN-F4794l86VkLD2X3lwPOG3T6zYrdSm_4kY0XztDUNhYwfsgXa7ADtwVdOa9_QruhBXFCKcX3rPJIUtIbR_7Z-AqOuXWKy_Av6BlFIfCaZN1WaNUH3aOSRu210t66TkcurxKW-rouAvumOxZ2JPi5UYirELtS33dynM8pdbXcZFtlmhZjW3gyrAI-2GP3HsFeEwv5H6K3aThUGB7SItqLa6-HHzQd_tczADhmSGsIksUp8mNSTw9dX3BjlZQdFavbqV3E49i7
Supervisors: Rajani Naidoo, Ian Jamieson (DBA), David Smith, and Matt Henn (PhD)
Phone: +44 7534 992441
Address: Office of the Vice President Global and Community Engagement
University of Limerick
Limerick V94 T9PX
Ireland
He has a strong commitment to internationalisation and putting internationalisation at the heart of the student experience. He is a Member of the Board of Governors of De Montfort University (Kazakhstan), the European Reform University Alliance Advisory Board and Chair of the QS Global Advisory Committee. He has previously served terms as a Council Member of the Association of Commonwealth Universities and a Trustee of UKCISA.
His research interests are in the internationalisation of higher education, and particularly the management of transnational education partnerships.
He is a Fellow of the Chartered Management Institute and the New Zealand Institute of Management and Leadership and a Principal Fellow of the Higher Education Academy.
He holds a BA (Hons.) Economics from the University of Nottingham, an MA Economics from the University of Leeds, an MBA from the University of Warwick, a DBA in Higher Education Management from the University of Bath and a PhD in Management from Nottingham Trent University.
Google Scholar profile: http://scholar.google.co.nz/citations?hl=en&user=T78mjxkAAAAJ&view_op=list_works&email_for_op=nigel.healey%40canterbury.ac.nz&gmla=AJsN-F4794l86VkLD2X3lwPOG3T6zYrdSm_4kY0XztDUNhYwfsgXa7ADtwVdOa9_QruhBXFCKcX3rPJIUtIbR_7Z-AqOuXWKy_Av6BlFIfCaZN1WaNUH3aOSRu210t66TkcurxKW-rouAvumOxZ2JPi5UYirELtS33dynM8pdbXcZFtlmhZjW3gyrAI-2GP3HsFeEwv5H6K3aThUGB7SItqLa6-HHzQd_tczADhmSGsIksUp8mNSTw9dX3BjlZQdFavbqV3E49i7
Supervisors: Rajani Naidoo, Ian Jamieson (DBA), David Smith, and Matt Henn (PhD)
Phone: +44 7534 992441
Address: Office of the Vice President Global and Community Engagement
University of Limerick
Limerick V94 T9PX
Ireland
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Papers by Nigel M Healey
But UL is much more than a generator of employment and consumer demand. UL was founded in 1972 in direct response to a public campaign for a third-level institution to serve the Mid-West. Our core activities of teaching and research have, over the last half century, been directed towards achieving our social mission of ensuring that our students fulfil their potential and flourish, while supporting the growth of businesses and organisations that drive prosperity and social inclusion. Community engagement has always been at the heart of UL.
The UL Engage Annual Report 2023 highlights the manifold ways that UL uses its engagement with the Mid-West to empower the regional communities we serve. These include a raft of activities designed to include underrepresented groups and encourage their involvement in third level education, as well as award-winning programmes like CWELL, that provide education and training to tomorrow’s community leaders. It showcases the wide range of community-engaged research activities, which enable us to harness our academics’ expertise to conduct research with and for the people of the Mid-West. And, increasingly, it illustrates the way that UL is using its global reach as an international research university to bring new approaches to community engagement from around the world home to Limerick.
Our objectives for research excellence and developing global citizens, coupled with the commitment to EDI and sustainable development, mean that UL’s global engagement over the next 5-10 years will look different from the past. Building long-term, mutually beneficial research and teaching partnerships with peer universities internationally and working with third partners to deliver UL’s courses to students in their own countries, often termed “transnational education”, will be much more central to our strategy.
It concludes that the dominant reasons for creating RMBCs relate to financial diversification, reputation, reach and business engagement, but that in some cases the repositioning of an RMBC has been strategically reactive in response to external changes in its operating environment. Whilst there is evidence for a range of organisational models amongst London-based RMBCs, there are key commonalities around the students attracted, the programmes offered and approaches to teaching and learning. RMBCs in London are growing and thriving, but face challenges from market entrants and uncertain future UK Government policy.
Specifically, the research addresses the following questions:
• What does the evidence tell us about the impact of TNE partnerships on institutions, communities and broader stakeholders overseas?
• What value do TNE partnerships bring to national higher education (HE) sectors?
• What are the drivers and challenges for higher education institutions (HEIs) in the UK and overseas to engage in TNE partnerships?
• What institutional strategies do TNE partnerships support in the UK and partner countries?
The research was commissioned by the British Council to develop an evidence base on the value of TNE beyond the economic. It examines UK and overseas stakeholder needs in the context of major global shifts in higher education accelerated by the pandemic. It is intended to provide the evidence to support and facilitate UK TNE partnerships that better support partner countries’ development.
To achieve this, a mixed-method approach was deployed, including literature reviews, policy analysis, and key stakeholder engagement. The extent and nature of demand for UK degrees in the ASEAN was explored, along with the UK and local appetite for collaboration. As well as a contextual overview of the Transnational Education (TNE) landscape and operating environments in the ASEAN region, this report provides focused insight into Indonesia as a viable destination for UK IBCs.
This paper, using a critical ethnographic methodology, examines the lessons from the first ten years (2010-20) of Fiji National University from the perspective of an insider researcher. Some challenges are common to new universities created by merging smaller, constituent colleges. Others are more specific to developing countries, including the dependence on public funding and political patronage. Some challenges are more distinctively Pasifika, with cultural values of familial loyalty and respect for elders sometimes in conflict with ‘imported’ management practices. The spectre of neo-colonialism is ever present.
But a major worry is how international students will adjust to the culture shock of arriving in a foreign country and finding that most of their learning has to be done remotely in their hall of residence, with limited opportunities to mix with other students and immerse themselves in the language and culture of their host country.
Progressive institutions like universities have been seeking to “level the playing field”, by providing flexible working time, offering career breaks for maternity leave, opening crèches and after-school care facilities on campus and revising academic promotions criteria to eliminate gender bias. But if universities are to go beyond well-meaning words and ad hoc measures to increase gender equality, they need to be prepared to make themselves accountable for their performance. To mark International Women’s Day 2020, Fiji National University has committed to follow this example and produce an annual gender report, to make itself publicly accountable for fulfilling the promise to achieve gender balance in pay and career progression.
But UL is much more than a generator of employment and consumer demand. UL was founded in 1972 in direct response to a public campaign for a third-level institution to serve the Mid-West. Our core activities of teaching and research have, over the last half century, been directed towards achieving our social mission of ensuring that our students fulfil their potential and flourish, while supporting the growth of businesses and organisations that drive prosperity and social inclusion. Community engagement has always been at the heart of UL.
The UL Engage Annual Report 2023 highlights the manifold ways that UL uses its engagement with the Mid-West to empower the regional communities we serve. These include a raft of activities designed to include underrepresented groups and encourage their involvement in third level education, as well as award-winning programmes like CWELL, that provide education and training to tomorrow’s community leaders. It showcases the wide range of community-engaged research activities, which enable us to harness our academics’ expertise to conduct research with and for the people of the Mid-West. And, increasingly, it illustrates the way that UL is using its global reach as an international research university to bring new approaches to community engagement from around the world home to Limerick.
Our objectives for research excellence and developing global citizens, coupled with the commitment to EDI and sustainable development, mean that UL’s global engagement over the next 5-10 years will look different from the past. Building long-term, mutually beneficial research and teaching partnerships with peer universities internationally and working with third partners to deliver UL’s courses to students in their own countries, often termed “transnational education”, will be much more central to our strategy.
It concludes that the dominant reasons for creating RMBCs relate to financial diversification, reputation, reach and business engagement, but that in some cases the repositioning of an RMBC has been strategically reactive in response to external changes in its operating environment. Whilst there is evidence for a range of organisational models amongst London-based RMBCs, there are key commonalities around the students attracted, the programmes offered and approaches to teaching and learning. RMBCs in London are growing and thriving, but face challenges from market entrants and uncertain future UK Government policy.
Specifically, the research addresses the following questions:
• What does the evidence tell us about the impact of TNE partnerships on institutions, communities and broader stakeholders overseas?
• What value do TNE partnerships bring to national higher education (HE) sectors?
• What are the drivers and challenges for higher education institutions (HEIs) in the UK and overseas to engage in TNE partnerships?
• What institutional strategies do TNE partnerships support in the UK and partner countries?
The research was commissioned by the British Council to develop an evidence base on the value of TNE beyond the economic. It examines UK and overseas stakeholder needs in the context of major global shifts in higher education accelerated by the pandemic. It is intended to provide the evidence to support and facilitate UK TNE partnerships that better support partner countries’ development.
To achieve this, a mixed-method approach was deployed, including literature reviews, policy analysis, and key stakeholder engagement. The extent and nature of demand for UK degrees in the ASEAN was explored, along with the UK and local appetite for collaboration. As well as a contextual overview of the Transnational Education (TNE) landscape and operating environments in the ASEAN region, this report provides focused insight into Indonesia as a viable destination for UK IBCs.
This paper, using a critical ethnographic methodology, examines the lessons from the first ten years (2010-20) of Fiji National University from the perspective of an insider researcher. Some challenges are common to new universities created by merging smaller, constituent colleges. Others are more specific to developing countries, including the dependence on public funding and political patronage. Some challenges are more distinctively Pasifika, with cultural values of familial loyalty and respect for elders sometimes in conflict with ‘imported’ management practices. The spectre of neo-colonialism is ever present.
But a major worry is how international students will adjust to the culture shock of arriving in a foreign country and finding that most of their learning has to be done remotely in their hall of residence, with limited opportunities to mix with other students and immerse themselves in the language and culture of their host country.
Progressive institutions like universities have been seeking to “level the playing field”, by providing flexible working time, offering career breaks for maternity leave, opening crèches and after-school care facilities on campus and revising academic promotions criteria to eliminate gender bias. But if universities are to go beyond well-meaning words and ad hoc measures to increase gender equality, they need to be prepared to make themselves accountable for their performance. To mark International Women’s Day 2020, Fiji National University has committed to follow this example and produce an annual gender report, to make itself publicly accountable for fulfilling the promise to achieve gender balance in pay and career progression.
But it is the theme of the India Summit 2024 that has attracted so many university leaders from across India and the globe – Unleashing the potential of partnerships and collaboration in Indian higher education. A partnership is a union of equals that allows each of the partners to do something that they could not do alone. As the world struggles with the urgent need to meet the Sustainable Development Goals, it is only by working in partnership with the growing educational powerhouse of India that the rest of global higher education can really make a difference.
As a student of the internationalisation of higher education, it seems particularly appropriate that we should be checking in with Malaysia every seven years, because Malaysia has been one of global leaders in driving change in the sector. I look forward to being back in 2030 to maintain the tradition.
1. What has the pandemic changed for the long term of future of higher education?
2. What are the drivers of internationalisation at a sectoral level?
3. Why and how does the internationalisation of higher education have to change?
This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.
Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest:
- Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China.
- While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980.
- Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries.
This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success.
Unit 1: MN60681
Globalisation and Higher Education Strategy
Contents
1. What is TNE?
2. TNE in the landscape of internationalization of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. New forms of TNE: the European Universities
7. The challenge of managing TNE partnerships
8. The stakeholders in TNE
9. What do the stakeholders in TNE want?
10. The importance of aligning stakeholders' motivations with the form of TNE
11. Conclusions
This lecture addresses the following questions:
1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
Unit 1: MN60681
Globalisation and Higher Education Strategy
Sunday 12 November
Higher Education and Globalisation 13: Transnational Higher Education
Professor Nigel Healey
Vice President Global and Community Engagement
University of Limerick
Overview:
1. What is TNE?
2. TNE in the landscape of internationalization of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. The challenge of managing TNE partnerships
7. The stakeholders in TNE
8. What do the stakeholders in TNE want?
9. Aligning stakeholders' motivations with the form of TNE
10. Conclusions
1. The dimensions of the management challenges
Culture
Language
Legislation
2. The limitations of home universities in managing TNE
3. The stakeholders in TNE revisited
4. What do stakeholders want from TNE?
Home university
Joint venture partner
Host government
Students
5. The importance of alignment
6. Case studies of successful and failed TNE partnerships
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
1. The enablers of the internationalisation of higher education
2. The special features of international higher education
3. National government policies and the internationalisation of higher education: examples from around the world
4. Motivations for internationalisation
5. Example of pedagogical approach: Nottingham Trent University
6. A practitioner’s guide to the landscape of international higher education
7. A stages approach to the internationalisation of higher education
8. Example: the UK data for the different stages
9. The financial risk versus reputational risk trade-offs of the different stages
10. Understanding export education
11. Licensing higher education
12. Foreign direct investment in higher education
13. The implications of the internationalisation of higher education for higher education management