1. Vice-Chancellor’s Roadshow Developing a Framework for Due Diligence By Barbara Howell – Associate Dean International

2.  Why develop a framework?  Types of partnerships  Risk Assessment Templates  QAA Developing a strategic approach in UK education  Legal Due Diligence  Financial Due Diligence  Academic criteria  Final Thoughts Developing a Framework for Due Diligence Overivew

3. Why develop a framework?  F ramework is not a ‘one size fits all’ solution  Consider the scale and form of the TNE  Small/low risk for one institution may be large/high risk for another  Chapter B10  a 'one size fits all' approach is neither sufficient nor appropriate  Due diligence enquiries and the formal agreements adopted are proportionate to the volume, complexity and nature of the activity, to the type of delivery organisation or support provider involved, and to the associated risks  Consistent and standardised approach  Simplified process  Shared development and buy in  Transparent documented process for external stakeholders

4. Types of partnerships Articulation, progression, credit transfer – admission from students from a partner institution directly onto advanced stages – eg 2 +2, 3+1 or part thereof a Masters - consider APL Franchise – Programmes delivered overseas replicate home programmes Validated – Programmes delivered by the overseas partner and approval as comparable to home offer

5. QAA - Qualifications involving more than one degree-awarding body - October 2015 Joint Degree – Single certificate awarded from one or more institutions - linked from programme design, development, delivery, assessment and management. Double Degree – Where legal or regulatory impediments to the single award occur - students completing a programme that is otherwise wholly joint (as above) are awarded two (or more) certificates Dual Degree – two degree-awarding bodies jointly design a programme of study comprising a joint initial curriculum (or two parallel and equivalent curricula), followed by two separate blocks taken consecutively at each partner in turn.

6. Partnership Risk Assessment Templates Type of partnership Level of Risk – low medium high Scoring level of risk Outcomes associated to level of risk – rejection, more information, review, accept with oversight/short life cycle, accept. Mitigation and support

7. QAA - Developing a Strategic Approach to UK Transnational Education - Sept 15, pg 9 The range, scale and diversity of UK TNE in particular countries and regions UK awarding bodies' experiences of operating in a given country or region. UK awarding bodies' quality assurance track records overseas. Overseas partners' profiles and quality assurance track records. Duration and maturity of provision Level of integration of TNE provision with UK awarding bodies' home activities. Outcomes of domestic (that is UK) and receiving countries' review processes. Timing of domestic reviews Nature and complexity of in-country quality assurance requirements. Student performance and satisfaction data Accreditation or recognition by local, UK or global accreditation, quality assurance, professional, statutory and regulatory bodies. UK and receiving countries' governments' priorities

8. Legal Due Diligence Country have a robust legal system Will UK judgements associated to the activity be enforceable. Will foreign judgements be enforceable Political and cultural landscape Visa and tax issues Control over capital and currency exiting/entering the country Have own quality assurance system Will the qualification be recognised by the countries partner

9. Financial Due Diligence Evidence of legal status Three years audited accounts Current budget statements Payment history Sources of income Bank references Professional indemnity insurance cover.

10. Market/Academic criteria Support vision/strategy of the institution Appropriate safe working environment for students and staff Appropriate standing in the subject area Has the partner experience of delivery programmes as a similar level Acceptable records of partnerships with other institutions Robust quality assurance mechanisms Technology capability Reputational risk – partners ethical interests Capacity to address cultural differences Conflict of interest Compatible curriculum Local education system Regulatory and professional body requirements Level of fees in market Feedback from QAA, British Council and other institutions

11. QAA TNE findings UAE Awareness of the changing parameters of the operation is articulated and effectively implemented. Availability of local staff if needed (appointment practices, probation, staff development and so on) Arrangements to support careers development - industry links and careers services VLEs are not used as comprehensively as they could be in supporting UK TNE Caribbean UK awarding institutions should stay abreast of changes and trends in the regulation and funding of UK TNE in Trinidad and Tobago All parts of the Quality Code, and not just Chapter B10 Involvement of academic staff at partner institutions in quality assurance processes, such as annual monitoring etc graduate prospects

12. Final thoughts Many templates available and guidance documents Align to vision of university Develop risk assessment tool Desk based review Visit – meet locals, ministry of education, staff and students, read and review documents – procedures, handbooks and completed coursework etc. Consult QAA reports for existing partners and TNE country reviews Never too late to back out!

13. Thank You Q & A Barbara.Howell@coventry.ac.uk