Digital tools in the 21st century provide universities the capacity to deliver anytime-anywhere learning. Despite this capacity, the delivery of global open and distance learning can be problematic with a variety of market, policy, cultural (institutional and host countries), regulatory, logistical and pedagogical issues that must be addressed.

Write a critical analysis of how and why domestic and international regulations may create barriers for the delivery of global open and distance learning. You do not have to provide definitive solutions; however, please provide some suggestions for how your institutional leadership might address these issues. At minimum, your paper should address the following:

? Why go global? Rationale and benefits?
? Description of key issues with examples of how they may manifest themselves in a global context for open and distance learning.
? Possible strategies for your institutional/leadership to address for considering the benefits of ?going global.?

References to be used:

Feng, B. G., Gong, S., Feng, G., & Gong, S. (2006). Sino-Foreign Joint Education Ventures: A National Regional and Institutional Analysis, (August), 1?33.

https://studyinthestates.dhs.gov/

State Authorization Network – https://wcet.wiche.edu/initiatives/state-authorization-network

GATS – https://www.wto.org/english/tratop_e/serv_e/gatsqa_e.htm

https://www.theatlantic.com/china/archive/2013/10/can-online-education-thrive-in-china/280667/

The Future of MOOCs according to Sir John Daniel, Tony Bates, Anant Agarwal & Sanjay Sarma

Marginson, S. (2012). Including the other: Regulation of the human rights of mobile students in a nation-bound world. Higher Education, 63(4), 497?512. https://doi.org/10.1007/s10734-011-9454-7

Misko, J. (2015). Regulating and quality-assuring VET: international developments. Retrieved from https://files.eric.ed.gov/fulltext/ED560077.pdf

Youssef, L. (2014). Globalisation and higher education: from within-border to cross-border. Open Learning, 29(2), 100?115. https://doi.org/10.1080/02680513.2014.932686

Trilokekar, R. D. (2015). From soft power to economic diplomacy? A comparison of the changing rationales and roles of the U.S. and Canadian federal governments in international education. Research and Occasional Paper Series: Center for Studies in Higher Education, 15(2), 2?18. Retrieved from https://www.cshe.berkeley.edu/sites/default/files/shared/publications/docs/ROPS.CSHE_.2.15.DesaiTrilokekar.SoftPowerEconDeplomacy.2.9.2015.pdf

Evans, P. (2002). Collective capabilities, culture, and Amartya Sen?s Development as Freedom Studies in Comparative International Development, Summer 2002, 37,, (2),54-60.

Daniel, J., Kanwar, A., & Uvalic-Trumbic, S. (2009). Breaking higher education’s iron triangle: Access, cost, and quality Change: The Magazine of Higher Learning, 41, 2, 30-35. (March/April). Available at www.col.org Accessed 30 July 2016.