Mapping the Policy Regulatory Environment of Transnational Education (TNE) in the Ghanaian Tertiary Education System

Abstract

Given the critical role of public policy in TNE arrangements of countries, and the fact that TNE partnerships are growing steadily in the Ghanaian tertiary education sector, a robust and resilient public policy environment is imperative. However, the public policy environment of TNE partnerships in the tertiary education sector in Ghana is unexamined by any scientific study to guide decision on TNE partnerships in Ghanaian tertiary education institutions (TEIs). Against this backdrop, this chapter examines the level of influence of public policy frameworks on TNE partnerships in TEIs in Ghana to ignite a national discourse on TNE regulation. A multiphase mixed-method research design, informed by exploratory and explanatory sequential designs was adopted for the study. The findings reveal that TNE partnerships are an emerging concept in the Ghanaian tertiary education system with less than 20% of the over 200 TEIs engaged in TNE partnerships. More importantly, the findings indicate that the policy environment of TNE partnerships of TEIs in Ghana is not sufficiently robust because no tailor-made policy regulatory frameworks exist to regulate TNE partnerships in TEIs. To this end, the study concludes that the existing policy regulatory frameworks for the Ghanaian tertiary education system are incapable of helping the country maximise the full benefits of TNE partnerships by ensuring win-win situations for TEIs engaged in TNE partnerships. In view of this, the study recommends that the government should develop a tailor-made policy framework for regulating TNE partnerships in Ghanaian TEIs.