Offshore Provision by New Zealand Higher Education Providers - Stocktake

29. An initial stocktake of offshore activity by New Zealand's TEIs by the Ministry of Education was completed in 2001[1].

30. An analysis of results shows that:

• 17 of the 36 TEIs offered offshore programmes alone or in conjunction with offshore partners in 2001.
• A total of 63 programmes were delivered offshore in 2001 - up from six in 1997.
• Level of involvement varied greatly - just three institutions accounted for 35 programmes. Many providers offered just one programme offshore.
• The total number of students enrolled in offshore programmes in 2001 can be estimated at 2,200 - an increase from 380 in 1997.
• New Zealand's offshore programmes in 2001 were concentrated in South-East Asia, China/Hong Kong and the Pacific. Malaysia accounted for the largest number - 15 programmes. This parallels existing and historical international education relationships with New Zealand.
• Although data on year of first intake were incomplete, most offshore programmes commenced recently (ie. 2000 or 2001). One programme has been offered offshore since 1986.
• Subject matter also varied - Business and Administration, Commerce, Management and Science courses featured often, but vocational/ professional programmes in the fields of Nursing or Medicine, Teaching and the Trades were also delivered offshore.

31. The Ministry of Education notes the New Zealand Government's interest in both the financial and academic viability of TEIs, and in the robustness of their strategic and business frameworks.

32. The New Zealand Ministry of Education hosted a workshop in 2002 on offshore education provision by New Zealand providers. One of the key findings of the workshop was that "satellite campuses" are faced with problems of scale and can expose the provider to considerable financial risk through capital investment offshore. The workshop concluded that perhaps the best approach, both in terms of mode of delivery and financial risk, is seen to be twinning programmes or joint ventures with local, established partners that involve an arrangement to offer curriculum and/or teaching without direct offshore capital investment. A more co-operative and collaborative approach to offshore provision minimises risk, especially for small providers or new entrants, and provides opportunity to share expertise regarding market intelligence, sound management processes and efficient procedures.

33. Notably, a small number of New Zealand secondary schools are also becoming involved in offshore education provision (New Zealand's Marlborough Boys' College has recently opened its new Changzhou International Campus in China, for example).