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Browsing by Person "Makellaraki, Vicky"

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    Case Study: Managing delivery of a suite of programmes in a language other than English
    (The Quality Assurance Agency for Higher Education, 2024-12) Adamson, Sheila; Espie, Ailsa; Makellaraki, Vicky
    According to the most recent data (HESA AOR, 2022-23), Europe remains the UK’s second largest TNE market after Asia. The number of UK TNE students in Europe is increasing and the strongest growth rate amongst the top 5 TNE host countries was in Greece. The partnership between Queen Margaret University (QMU) in Edinburgh and Metropolitan College (MC) in Greece dates back to 2000. MC is the largest private provider of post-secondary education in Greece delivering transnational programmes across eight different campuses. Starting initially with one programme the partnership has grown to include eleven undergraduate programmes accounting for over 3000 students in academic year 2023-24. MC also operates partnerships with other UK universities (University of East London, Solent University, Oxford Brookes University) as well as having relationships with educational institutions from around the world. The suite of programmes is now delivered entirely in Greek. This case study explains the rationale for this and describes the measures put in place to manage delivery in a language other than English. A brief evaluation of the impact of changing to delivery in Greek is provided.
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    Transnational education as enabler of access to quality higher education and its link to UN SDG4: The case of Greece
    (Palgrave Macmillan, 2020-12-19) Papageogriou, Fotis; Makellaraki, Vicky; Tsiligiris, Vangelis; Tsiligiris, Vangelis; Lawton, William; Hill, Christopher
    This chapter explores the impact of TNE in Greece with particular reference to the United Nations Sustainable Development Goal 4. The context of the research is a TNE collaborative partnership case study which involves Queen Margaret University in Scotland and Metropolitan College in Greece. A qualitative approach is used to gather and analyse primary evidence from TNE students and graduates. The findings suggest that TNE has had a positive impact in enabling access to good quality higher education in Greece in three respects: (1) affordability; (2) access to courses not available in the domestic HE system; and (3) the use of the host country language in delivery and assessment. This case study suggests that TNE promotes access to good quality higher education and creates a number of benefits for direct participants and wider stakeholder groups with direct reference to UN SDG4.