1. 1 An Analysis of Transnational Pharmacy Education in Asia-Pacific Region Dr. Benjamin Tak-Yuen Chan Division of Health and Applied Sciences, SPACE, University of Hong Kong

2. 2 Transnational Education (TNE)  Important and growing phenomenon in cross-border higher education  Mobility of programmes and institutions across national borders instead of student mobility  Growth of enrolments in importing countries/regions (offshore provision) is faster than onshore international student enrolments (in the case of UK and Australia)

3. 3 Extent of TNE  For higher education (HE) sector, 33% of Australian educational exports are offshore provisions (in 2001)  Top three sites of offshore enrolment parallel source of international student enrolments (Singapore > HKSAR > Malaysia)  UK institutions enrolled 140,000 offshore students against 200,000 international students onshore in 1996-1997 Source: AEI 2003 & OECD 2002

4. 4 TNE in Profile  An average 56.8% of Australian HE educational exports in these 3 countries/regions are offshore provisions  Together, they account for 79% of offshore total enrolments Countries/ regionsOnshoreOffshore% offshore Singapore 21,96413,11259.7% HKSAR 19,47912,42663.8% Malaysia 17,9728,21145.7% Source: AEI 2003

5. 5 Challenge of TNE  New forms of delivery and partnership involved According to IDP (2001):  Delivery modes are face-to-face teaching (40%) and supported distance education (40%)  Partnered with private institutions or providers (51%) or public education institutions (25%)  Predominantly postgraduate (56%) and in business related subjects (51%)

6. 6 Classification of TNE Provision Type I Locally supported distance learning -Foreign curriculum, some local teaching Type 2 Twinning programmes -Foreign curriculum, local teaching and student mobility in upper years Type 3 Franchise arrangement -Curriculum and teaching arrangement approved by foreign institution Type 4 Branch campus -Curriculum and teaching wholly controlled by foreign institution emulating home context Source: Marginson and McBurnie (2003)

7. 7 TNE in Health Sciences  Very few TNE provisions are in the health sciences field  Business and management make up 68.2% and IT (19%) of all external bachelor degree enrolments in Singapore. 90% of external postgraduate enrolments are in business and management (Statistics Singapore Newsletter 2001)  Notable provision in health sciences field is in nursing (both top up or degree conversion and postgraduate Masters)

8. 8 TNE in Pharmacy (1) Evolution  Started as early as 1990 with provision of locally supported distance learning MClinPharm-Otago University by HKU SPACE (Hong Kong)  Twinning programmes (2+2) model for BPharm delivery pioneered by IMU/Strathclyde U and SIT/UniSa (Malaysia)  Branch campus model for BPharm delivery by Nottingham and Monash Universities represent latest developments (Malaysia)  Franchise arrangement applies to pharmaceutical management degrees of Bradford and Sunderland Universities (HKSAR & Singapore)

9. 9 TNE in Pharmacy (2) Enabling factors  Shortage of pharmacists  Lack of postgraduate education & training courses  Insufficient local capacity or barriers to expansion  Commonwealth sphere of influence in pharmacist training (UK, Australia, NZ)  Government support (Malaysia) or free market access (HKSAR & Singapore)  Receptive students  Foreign degree highly valued

10. 10 TNE in Pharmacy (3) Benefits  Augments local capacity and achieve faster supply of graduates  Introduces new curriculum ideas and catalyses change in local sector  Encourages private investment in education Possible side-effects  Competition and oversupply in the long run  Hinders localisation efforts  Uncertain return on private investment in education (graduates with dual registration may not work in home country)

11. 11 Overseeing TNE in Pharmacy National governments  Define national capacity (HKSAR and Malaysia in opposite poles) National pharmaceutical associations  Connect with professionalisation strategy (achieving SPD) Institutions offering TNE in pharmacy  Quality assurance, internationisation of curriculum, proper training and support to teaching staff, ensuring competencies of graduates

12. 12 Global Pharmacist Supply Situation Source: FIP 2006

13. 13 Pharmacist Supply Situation in the Three Countries/ Regions Country/ Region Pop. (mil) No. reg. pharmacists & pharmacists to population ratio (2005) % foreign trained to local educated (total & 2005) No. required to achieve 50:100,000 ratio Yrs to take based on 2005 level of new pharmacists registered Strategy pursued Hong Kong SAR 6.9 1,583 23:100,000 82% 60% (2005) 3,450 24None Malaysia 26.0 3,965 15:100,000 - 40% (2005) 13,00024 Local capacity and TNE in pharmacy Singapore 4.1 1,330 32:100,000 17% 21% (2005) 2,050 17 Local capacity Source: P & P Board of HK, Pharmacy Board of Malaysia, Singapore Pharmacy Board

14. 14 Global Pharmacists Employment Fields Source: FIP 2006

15. 15 Western Pacific Pharmacists Employment Fields Source: FIP 2006

16. 16 Challenge for Curriculum Decision-makers in TNE  To understand local context, priorities, needs and constraints  To adapt home curriculum with infusion of local elements  To orient home staff to foreign teaching environment; identify and train local staff up to common expectation  To involve local stakeholders in curriculum planning  To uphold academic values over entrepreneurial concerns of private provider

17. 17 Curriculum Influence in Pharmacy in the Western Pacific Region International  FIP statement of policy/professional standards (Good Pharmacy Education Practice, Pharmaceutical Care, GPP Guidelines, Code of Ethics) US  6 year DPharm (Japan, South Korea);  Postgraduate pharmacy residency training and pharmacy specialists accreditation (Taiwan, Singapore, Thailand) British and Australia  3/4 year undergraduate education + 2 year postgraduate education (clinical pharmacy) (NZ, HK, Malaysia, Singapore) Autochthonous  Colonial heritage, but largely independent development (Philippines, India)

18. 18 Practicalities of Curriculum Implementation for TNE in Pharmacy  Science-based and Clinical practice contents are fairly standard as defined by universal consensus (FIP)  Pharmaceutical legislations and introduction to health system require localization  Behavioral sciences and health promotion need to account for varying beliefs about health and illness and patterns of medicines usage  Social and administrative pharmacy increasingly important as a subject (SPD, NDP, RUD, regional pharmaceutical public health issues identified by WPPF)  How to provide for multidisciplinary learning and practice placement?

19. 19 Benefits of TNE for Exporter Country  Encourage study abroad for exporter countries with low rates of domestic student mobility (e.g. Australia ’ s foreign students: domestic students abroad ratio is 19.74)  Enhance staff development in international education  Foster international awareness of students through curriculum and extra-curricular activities  Move beyond mono-culturalism, deepen cultural capacities and engage with emerging nations & cultures in the region Source: Marginson and McBurnie (2003)

20. 20 Strategy for Curriculum Internationalization  Need not involve large-scale re-casting of the curriculum of a course  Builds on what is already in it (Levels 1 & 2 of the typology) and utilises institutional off-campus arrangements (Level 3)  Involves changing and transforming students ’ perspectives from a mono-cultural view to reflection and acquisition of international literacy  Ideally complemented by providing students with skills and knowledge to perform competently in international environment

21. 21 Edwards’ Typology of Curriculum Internationalisation Source: Edwards et al. (2003) Higher Educ Res Dev 22(2) 183-192

22. 22 Success of TNE in Pharmacy When educators have done their lot, it will be incumbent on: Governments of importing country/region  To articulate a clear vision of pharmacy development in order to reap public benefits of private investment in education (prevent brain drain) National pharmaceutical association  To help shape TNE policy  To assist graduates/ returnees in integrating into the local pharmacist corporate  To combat segregation and inequality of opportunities for TNE graduates vis- à -vis local graduates

23. 23 Thank you!