| dc.description.abstract | Research has shown that transnational education is growing rapidly, but this growth has not beenaccompanied by effective quality assurance mechanisms. Given the complex nature of transnationaleducation, especially in its distance and open learning element, coming up with acceptable qualityassurance mechanisms has proven to be a daunting exercise. Even though, an idea for a general legalframework which could harmonise the different educational structures and values of transnationaleducation institutions and qualifications has been floated by various scholars, it is unlikely toencompass the diversity and uniqueness of requirements and may also constrain necessary changeand innovation. Most of the providers of transnational education are from developed countries whilethe recipients are in developing countries and hence presenting a well known challenge: the transferof Northern designs to Southern realities. Kenya has been receiving transnational education fromcountries such as the United Kingdom, United States America and Australia for over a decade andthere is proof that quality assurance is lacking in most of the institutions involved. Therefore, if transnational education is to take its rightful place in developing countries like Kenya, any effort toderive quality assurance frameworks must be an all-inclusive process. Using data from fourinstitutions involved in transnational education in Kenya, this paper proposes a Systems Thinkingapproach for the design of such a framework | en |
